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Highly Qualified Teacher Initiative: Equity & Retention Strategies

Explore the 2008-2009 survey results and progress report on ensuring highly qualified teachers under the No Child Left Behind Act. Learn about state strategies for recruitment and retention, aligning licensure requirements, addressing equity gaps, and more.

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Highly Qualified Teacher Initiative: Equity & Retention Strategies

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  1. Willa Spicer, Deputy Commissioner Cathy Pine, Director Carol Albritton, Teacher Quality Coordinator Office of Professional Standards, Licensing and Higher Education Collaboration 2008-2009 SURVEY RESULTS OF THE HIGHLY QUALIFIED TEACHER INITIATIVE August 19, 2009

  2. No Child Left Behind Act – 2001The Highly Qualified Teacher To satisfy the federal definition of Highly Qualified, teachers must: • Have a Bachelor’s degree; • Have valid state certification for which no requirements have been waived (i.e., no emergency certificates); and • Demonstrate content expertise in the core academic subject(s) they teach through federal criteria specified in NCLB Note: HOUSE Matrix use ended for general education teachers on June 30, 2007. Note: HOUSE Matrix may only be used for special education teachers for a limited time and foreign teachers on short-term assignments.

  3. 2008-2009 Highly Qualified Progress ReportFall 2008 Certificated Staff Report • 99.7% of NJ teachers are highly qualified in the subjects they teach. The state has made significant progress toward ensuring that all teachers are highly qualified in the content they teach. • The gap between the number of classes taught by highly qualified teachers (HQT) in high poverty and low poverty schools has narrowed from 10% in 2004-2005 to 0.8% in 2008-2009. • Special education classes reflect the lowest percentage of highly qualified teachers.

  4. A Longitudinal Look

  5. 2008-2009 Highly Qualified Teacher Survey % Teachers Highly Qualified for All Subjects Taught Table 2

  6. State Equity Plan—Strategies to Increase % of HQT and Ensure Equity • Align licensure requirements with federal HQT requirements; • Collect data on methods teachers will use to become highly qualified in all core academic subjects they teach (collected in the fall 2008 certificated staff report); • Conduct out-of-field teaching audits in districts through county offices; and • Require assurances in the District HQT Plan that poor and minority students are not taught by inexperienced, unqualified or out-of-field teachers at higher rates than other students.

  7. State Equity Plan—Strategies to Increase % of HQT and Ensure Equity Recruitment Strategies: • Create urban education programs at colleges of education to provide novice teachers with the specific knowledge and skills they will need to  teach a racially, ethnically, economically and linguistically diverse student population;    • Conduct summer urban academies to introduce interested high school students to the rewards of teaching in  high needs districts; and • Improve online recruitment services and  tools for high needs districts  to improve recruitment outreach.

  8. State Equity Plan—Strategies to Increase % of HQT and Ensure Equity Retention Strategies: • Increase the emphasis on the training of mentors for new teachers to assure mentors have the knowledge and skills needed to be effective; • Provide district- and school-based professional development, allowing teachers to work in collaborative teams and collectively improve practice; and • Collect and analyze data on working conditions in schools to inform teacher quality policy.

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