Title I,
Part A, subpart 1, Section 1119
Regulations: Starting Section 200.55 through 200.57
| NCLB
contains provisions designed to: |
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discourage
the hiring of teachers who lack expertise in their content
areas which are defined as "core subject" areas,
and |
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to
rectify the problem of large numbers of students being taught
by teachers with inadequate content knowledge and preparation
in the subjects they are teaching. |
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Each
school district must follow up with an implementation plan tailored
to its local school community. The act requires SEAs and
LEAs to seek parent and community input when developing teacher
quality action plans (hot link with the provision in the law)
and requires schools to notify parents, upon parental request,
of the qualifications of their children’s teachers. School
districts that participate in Title I must also develop plan for
meeting the federal teacher criteria by 2005–2006 which
must include:
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Strategies
the school district will use to implement the state plan; |
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Include
incentives for voluntary transfers, professional development,
recruitment programs, or other effective means that minority
students and students from low-income families are not taught
at higher rates than other students by unqualified, out-of-field,
or inexperienced teachers. |
Beginning
in school year 2002-2003, both the states and school districts
must annually report their progress in meeting their measurable
goals publicly. School districts must also require their principals
of Title I school to annually attest that their schools are in
compliance with the teacher qualification requirements. |
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In
final regulations released in March 2003, the US Department of
Education specified that NCLB teacher requirements apply not just
to newly hired teachers paid with Title I, Part A funds in targeted
assistance programs, but also to newly hired teachers of core
academic subjects in Title I schoolwide programs, and teachers
employed by an LEA with Title I, Part A funds to provide services
to eligible private school children.
NCLB
Definition of "Highly Qualified" for:
New
Teachers in Elementary Schools
New
Teachers in Middle and High Schools
Current
Teachers in Elementary, Middle and High Schools
Charter
Schools Teachers
Alternatively
Certified Teachers
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Funding
and Low Performing Schools
NCLB
authorizes federal funding to increase the number of highly qualified
teachers. Districts must use at least 5% of their Title I, Part
A grant for professional development aimed at helping teachers become
highly qualified. A school that has been identified as needing improvement
must reserve 10% of it funds to use for professional development
activities. Also, Title II of NCLB authorizes federal grants to
states to train and recruit highly qualified teachers and principals
(see Training, Preparing and Recruiting High Quality Teachers and
Principals, Title II; also requirements relate to low performing
schools, and the NCLB transferability provisions) |
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