National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk
Teacher Quality & Professional Development
Features
Self-Study Toolkit: Highly Qualified Teachers
The No Child Left Behind Act (NCLB) mandates all teachers in core academic areas, regardless of grade level, be highly qualified by the end of the 2005–2006 school year. Use the NDTAC Teacher Quality Module to learn more about teacher quality resources and to determine how your facility is doing in terms of staffing highly qualified teachers.
HOUSSE
NCLB allows the High, Objective, Uniform State Standard of Evaluation (HOUSSE) as an alternative method for assessing teacher subject-matter competency and Highly Qualified Teacher requirements. NDTAC summarizes the HOUSSE legislation and links to the Education Commission of the States' Online Interactive HOUSSE Database.
Library Categories
- Strategies, Models, and Innovations
- Legal Requirements & Legislation
- Events & Presentations
- Tools
- Further Reading
- Other Resources
View another topic in NDTAC's library:
Strategies, Models, and Innovations
HOUSSE
NCLB allows the High, Objective, Uniform State Standard of Evaluation (HOUSSE)
as an alternative method for assessing teacher subject-matter competency and
Highly Qualified Teacher requirements. NDTAC summarizes the HOUSSE
legislation and links to the Education Commission of the States' Online
Interactive HOUSSE Database.
Colorado
The Colorado Department of Education requires that facilities serving neglected and delinquent youth must report annually to the State the number of teachers meeting the Highly Qualified Teacher requirement and the number of classes being taught by teachers who are highly qualified. This and other guidance are included in the Guidance for Highly Qualified Teachers in Colorado booklet.
New Jersey (PDF)
The New Jersey Department of Education's Model for Identifying Highly Qualified Teachers provides forms, criteria, definitions of terms, and guidelines for identifying teachers who meet the Highly Qualified Teacher provision of NCLB.
Rhode Island
The Rhode Island Department of Elementary and Secondary Education's Teacher
Certification and Teacher Quality Web page specifies that "teachers of English language learners, special education teachers and public school teachers in programs for neglected and delinquent students who provide core content instruction must also demonstrate that they meet the 'highly qualified' standard." Information on Rhode Island's HOUSSE is also available.
Tennessee (PDF)
The Tennessee Department of Education created a local consolidated plan for
school districts to complete as a measure of progress toward meeting NCLB
requirements. Title I, Part D is included as part of the consolidated plan.
Wisconsin
The Wisconsin Department of Education uses the Wisconsin Interactive Network for
Successful Schools (WINSS) to make data on Wisconsin schools available to the
public. The WINSS system can analyze Highly Qualified Teacher data and explains
how teacher qualifications under NCLB are measured in the database.
National Curriculum for Educators of Youth in Confinement
The curriculum was developed to prepare teachers for the unique challenges of working in a juvenile justice environment.
Events & Presentations
View the NDTAC Teacher Quality & Professional Development Webinars »
Juvenile Justice Education and No Child Left Behind: A National Perspective
At the 2004 American Correctional Association meeting, Tom Blomberg and George Pesta of the Juvenile Justice Education Enhancement Program (JJEEP) presented Juvenile Justice Education and No Child Left Behind: A National Perspective. In their presentation, they discuss survey findings about the progress of juvenile justice education programs toward meeting NCLB requirements. Thirty-four States are in progress of meeting the Highly Qualified Teacher legislation or implementing HOUSSE.
Further Reading
Out-of-Field Teaching: The Great Obstacle to Meeting the "Highly Qualified" Teacher Challenge
This report, sponsored by the National Governors’ Association (NGA) Center for Best Practices, reviews data from the 1999–2000 Schools and Staffing Survey to determine outcomes of the Federal Highly Qualified Teacher initiative. The report is helpful for governors and other State leaders in showing the gaps that exist in current teacher qualifications in light of new Federal regulations and in offering initiatives these leaders can use to address such gaps.
Eight Questions on Teacher Preparation: What Does the Research Say?
This 2003 report compiled by the Education Commission of the States outlines effective strategies for educating and training teachers. The report reviewed the large body of research on teacher preparation from 92 studies and is helpful for policymakers, teachers and educators, and others who would like to know more about teacher preparation. The report also offers several recommendations for improving the amount and quality of the research.
Nine Hard Things to Do in Order to Sustain School Reform
Ann Chafin, chief of Program Improvement and Family Support Branch of the Maryland State Department of Education, comments on a number of school reform efforts, including staff development.
Teacher's Guide to the U.S. Department of Education
This publication features information about the latest Federal education initiatives and updates on specific programs for schools and teachers.
Curriculum for Training Educators of Youth in Confinement (PDF)
Legal Requirements & Legislation
» The No Child Left Behind Act (NCLB) mandates all teachers in core academic areas (English, reading or language arts, mathematics, science, history, civics and government, geography, economics, the arts, and foreign languages), regardless of grade level, be highly qualified by the end of the 2005–2006 school year.
» NCLB requires States to measure the extent to which all students have highly qualified teachers, adopt goals and plans to ensure all teachers are highly qualified, and publicly report progress in meeting teacher quality goals.
» When Congress formed the teacher quality provisions of NCLB, it recognized that no teacher should be exempt—both new and experienced teachers must demonstrate that they are highly qualified.
» Background on Highly Qualified Teachers (HQT)
» Who’s Affected and How
» Funding Opportunities for Professional Development
» New Flexibility
» FAQ on Teacher Quality
» HOUSSE (an alternative method to assessing teacher competency)
For more information, see Policy & Legislation
Tools
Self-Study Toolkit: Highly Qualified Teachers (HQT)
Use the NDTAC Teacher Quality Module to learn more about teacher quality resources and to determine how your facility is doing in terms of staffing highly qualified teachers.
NCLB Toolkit for Teachers
The NCLB Toolkit for Teachers provides an overview of the Highly Qualified Teacher provision; answers frequently asked questions; and discusses Federal, State, and local responsibilities as they relate to NCLB.
Professional Development Resources
Professional Development for Educators of Youth in Confinement
NDTAC summarizes the importance of professional development for correctional educators of youth in confinement and profiles available professional development resources.
Curriculum for Training Educators of Youth in Confinement Fact Sheet, March 2000.
Provides information on a training curriculum designed to assist and train teachers, aides, principals, and others involved with education programs in juvenile detention and corrections facilities.
Center for Research and Professional Development (CRPS)
CRPS is run by the National Juvenile Detention Association and is the branch dedicated to providing training for line staff in juvenile detention and corrections facilities.
Juvenile Justice Trainers Association
The Juvenile Justice Trainers Association is devoted to the development and advancement of a specialized system of education and training for juvenile justice professionals.
National Training and Technical Assistance Center (NTTAC)
NTTAC is the Office of Juvenile Justice and Delinquency Prevention's (OJJDP's) training and technical assistance branch. Its Web site provides training materials and resources as well as a directory of professional development providers and trainers across the country.
Other Resources
New No Child Left Behind Flexibility: Highly Qualified Teachers
The U.S. Department of Education provides a fact sheet to answer common questions about the new flexibility for the Highly Qualified Teacher provision of the NCLB.
Improving Teacher Quality State Grants, Non-Regulatory Guidance
For Title II (State grants improving teacher quality), the U.S. Department of Education developed non-regulatory guidance to explain how State educational agencies, local educational agencies, and State agencies for higher education can effectively use Title II, Part A funds to ensure that all teachers are highly qualified and effective.
Correctional Education Association (CEA)
The CEA is primarily a resource for educators and administrators in adult facilities, but also provides information useful to juvenile justice providers.
Eastern Kentucky University, Training Resource Center (TRC)
The TRC provides training for social, human, and juvenile justice services professionals and develops quality educational experiences for at-risk and delinquent youth. Eastern Kentucky University is also home to the National Juvenile Detention Association (NJDA).
The Council for Exceptional Children (CEC)
The CEC is the largest international professional organization dedicated to improving education outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. The CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for underserved individuals with exceptionalities, and helps professionals obtain the resources necessary for effective professional practice.
National Juvenile Detention Association (NJDA)
With offices based at Eastern Kentucky University and at Michigan State University, the NJDA exists exclusively to advance the science, processes, and art of juvenile detention services through the overall improvement of the juvenile justice profession. The NJDA provides resources, such as training videos, publications, and training curricula, that can supplement or replace face-to-face training opportunities or, at the very least, offer information that will expand an individual learner's knowledge base on critical issues.