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, arts (visual arts and music), history, and geography. (§9101(11))

General Information

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
has demonstrated competency in basic elementary curriculum (K-6) or demonstrated competence in each subject taught (7-12).

Under Oregon Administrative Rule 584-100-0101, the following licenses are considered “full state” licenses:

Standard
Basic
Initial (Initial, Initial I, Initial II)
Five Year (Elementary and Secondary)
Continuing
NCLB Alternative Route Teaching License
Charter School Registry

The visiting International teaching license is deemed to meet the “full state” licensure requirement.

Resources

2013-14 Highly Qualified Endorsement Crosswalk 05/29/2013 (102.83 KB)
2013-14 NCES Secondary and Prior-to-Secondary Course Code Description 06/06/2013 (1.17 MB)
Special Education and Highly Qualified 08/14/2013 (37.71 KB)
Revised May 2013
Charter Schools and Highly Qualified Teachers 06/20/2013 (880.44 KB)
Spring 2013
Highly Qualified Presentation: Odyssey 2013 09/12/2013 (599.33 KB)

Forms

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) MS-Word

09/21/2012 (57.50 KB)

HQT Determination Worksheet (Elementary) - Form Fillable 10/23/2012 (45.66 KB)

HQT Determination Worksheet (Secondary) MS-Word

07/16/2012 (56 KB)
District "Highly Qualified" Determination Form Secondary Teacher

HQT Determination Worksheet (Elementary) - Form Fillable 10/23/2012 (45.66 KB)

*HOUSSE, High Objective Uniform State Standard of Evaluation (Elementary) Excel Spreadsheet

09/21/2012 (39 KB)

*HOUSSE, High Objective Uniform State Standards of Evaluation (Secondary) Excel Spreadsheet

08/29/2013 (39.50 KB)

Individual Teacher Plan - Form Fillable 08/29/2013 (73.26 KB)

Instructions for Completing the Request for a Teacher Plan PDF

10/02/2013 (292.78 KB)

Guidance

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
March 2004
USDE Key Policy Letter - HQT
March 31, 2004
ARCHIVED INFORMATION
USDE Policy and Guidance Link

Reports

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 05/27/2009 (1.12 MB)

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).