ESEA - Grant/Program Info
Teacher Quality - Title II-A
Title II-A - Highly Qualified Teachers
Title II-A - Highly Qualified Teachers
Section 1119 of the Elementary and Secondary Education Act (ESEA) focuses on improving teacher quality in the K-12 setting and requires all teachers of core academic subjects to be “highly qualified.” Regular and special education teachers that are the primary providers of core academic instruction are required to meet the highly qualified teacher (HQT) requirements. Core academic classes include English, reading or language arts, mathematics, science, foreign languages (French, German, and Spanish), civics and government, economics, history and geography, and arts (visual arts and music). (§9101(11))
The federal law defines a highly qualified teacher as a teacher who:
is fully licensed by the state,
has at least a bachelor’s degree, and
in basic elementary curriculum (K-6) or demonstrated competence in each subject taught (7-12).
Under Oregon Administrative Rule 584-100-0007, the following licenses are considered “full state” licenses:
Initial (Initial, Initial I, Initial II)
Five Year (Elementary and Secondary)
ESEA Alternative Route Teaching License
International Visiting Teaching License
Charter School Registry
Legacy Teaching License
Preliminary Teaching License
Reciprocal Teaching License
2015-16 Course Codes-PDF
Course Codes to use for IUID, Staff Assignment, and Class Roster collections.
2015-16 Course Codes-XLS
09/29/2015 (221.45 KB)
Course Codes for the IUID, Staff Assignment, and Class Roster collections.
2015-16 HQT Endorsement Crosswalk
11/06/2015 (320.43 KB)
The Endorsement Crosswalk to know what teachers are HQ for classes. Updated with new Endorsements for 2015-16.
Highly Qualified: Special Education Teachers
05/21/2014 (202.42 KB)
Revised May 2014
Highly Qualified Presentation: Odyssey 2014
06/24/2014 (490.80 KB)
Charter Schools and Highly Qualified Teachers
06/24/2014 (859.56 KB)
OSPA Advanced HRelp Retreat
February 24-25, 2014
The definition of a "highly qualified" teacher in section 9101(23) of the ESEA is very specific about the ways in which a teacher may demonstrate subject knowledge competence and teaching skills. These forms are provided to assist districts with highly qualified determinations.
HQT Determination Worksheet (Elementary) - Form Fillable
10/23/2012 (45.66 KB)
HQT Determination Worksheet (Secondary)-Form Fillable
07/16/2012 (56 KB)
District "Highly Qualified" Determination Form Secondary Teacher
*HOUSSE, High Objective Uniform State Standard of Evaluation (Elementary)
02/19/2014 (53.50 KB)
*HOUSSE, High Objective Uniform State Standards of Evaluation (Secondary)
05/19/2014 (43 KB)
Individual Teacher Plan-2015-16
07/15/2015 (73.55 KB)
Teacher Plan to submit if a teacher is not Highly Qualified.
Instructions for Completing the Request for a Teacher Plan
10/02/2013 (292.78 KB)
State and Local Report Cards Non-Regulatory Guidance Revised February 8, 2013
03/01/2013 (806.39 KB)
Highly Qualified Teachers and Improving Quality State Grants Non-Regulatory Guidance
08/15/2005 (485.58 KB)
NCLB Flexibility: Highly Qualified Teachers - Fact Sheet
USDE Key Policy Letter - HQT
March 31, 2004
USDE Policy and Guidance Link
Oregon's State HQT Plan
06/07/2012 (777.27 KB)
The Oregon Department of Education (ODE), in collaboration with the Teacher Standards and Practices Commission (TSPC), has worked diligently to achieve the goal that every core content class will be taught by HQ staff.
Oregon Equity Plan 2012
05/14/2012 (400.17 KB)
Key Performance Measure for HQT
01/27/2012 (270.76 KB)
Educator Supply and Demand Report: Implications for Staffing Oregon Schools
Highly Qualified Paraprofessionals
Paraprofessionals providing instructional support in programs supported with Title I, Part A funds also must meet federal highly qualified standards.
All Title I paraprofessionals must have a high school diploma or its recognized equivalent. Additionally, paraprofessionals have the following three options to meet the designation of highly qualified:
Complete two years of study at an institution of higher education; or
Obtain an associate’s (or higher) degree; or
Meet a rigorous standard of quality and be able to demonstrate, through a formal state or local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing, readiness, and mathematics readiness).
Title I Paraprofessionals Non-Regulatory Guidance
Oregon Administrative Rule-Oregon Department of Education Division 37 Educational Assistants
Teacher Standards and Practices Commission (TSPC)
Operations, Data & Planning - Ed. Specialist, Title I-A & Title VI B
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