Module ID# 49
Type: information
Revised: 07/2007

Module Description - Instructional Outcomes - Instructional Events
Instructional Evaluation - Discussion List

MODULE DESCRIPTION:

The No Child Left Behind Act of 2001 (NCLB) emphasizes the importance of teacher quality in improving student achievement.  NCLB requires each State Education Agency (SEA) to develop and implement a plan to help local educational agencies (LEAs) within the state, ensure that public school teachers are highly qualified by the end of the 2005-2006 school year.  Veteran elementary school teachers may become highly qualified in one of three ways that include:

• Passing the PRAXIS II #10011 licensing exam entitled Elementary Education: Curriculum, Instruction and Assessment; or
• Passing the National Teachers Examination (NTE) equivalent; or
• Earning 100 points on the HOUSSE.

New elementary school teachers must pass the required PRAXIS II elementary education licensing exam entitled “Elementary Education: Curriculum, Instruction and Assessment,” #10011. Special education elementary school teachers must also pass this PRAXIS II exam to be highly qualified to teach the elementary academic content. 

Veteran Junior High School, Middle School and Secondary School teachers may become highly qualified in a core academic subject in one of five ways that include:

• Passing the PRAXIS II or NTE specialty exam equivalent; or

• Earning an undergraduate degree or completed 24 credit hours; or

• Earning a graduate degree; or

• Achieving National Board for Professional Teaching Standards (NBPTS) certification in the a core academic subject; or

• Earning 100 points on the HOUSSE

New junior high school, middle school and secondary school teachers must have accomplished at least one of the following: 

a.  Passed the required PRAXIS II licensing exams for each core academic subject the individual teaches; or

b. Bachelor’s degree in each core academic subject the individual teaches; or

c. Completed coursework equivalent to an academic major (24 credit hours) in each core academic subject the individual teaches; or

d. Earned a master’s degree in each core academic subject the individual teaches.

 

This module will address how a veteran teacher becomes highly qualified by means of the HOUSSE.

 

INSTRUCTIONAL PROFICIENCIES:

TEACHER STANDARDS FROM THE DIVISION OF PROFESSIONAL STANDARDS 

Standard #9: PROFESSIONAL AND ETHICAL PRACTICE

The educator of students with exceptional needs understands reflective and ethical practices and the importance of ongoing professional development to promote student growth.

Early and Middle Childhood Generalist Standard 5. Professionalism.

Teachers of Early and Middle Childhood understand practices and behaviors that identify and develop the competence of a professional career teacher.

Standard 5a.

Teachers of Early and Middle Childhood are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.

Standard #5: Middle School Instruction.

The early adolescence generalist understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents.

 

INSTRUCTIONAL EVENTS:

• Click on each section of the HOUSSE rubric form.  You will be taken to an explanation of how to accurately complete that section of the document.  Read the explanation and use it to complete the HOUSSE form to ensure your highly qualified status.