STATE OF HAWAII Department of Education Highly Qualified Teacher Section P.O. Box 2360 Honolulu, HI 96804

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1 STATE OF HAWAII Department of Education Highly Qualified Teacher Section P.O. Box 2360 Honolulu, HI TITLE II A HIGHLY QUALIFIED TEACHER No Child Left Behind Act of 2001 GUIDELINES Updated July 2013 Kathryn S. Matayoshi Superintendent of Education

2 *New sections in this document are highlighted in yellow HAWAII DEPARTMENT OF EDUCATION Highly Qualified Teacher Guidelines School Year The No Child Left Behind Act of 2001 requires that all teachers of core academic subjects meet federal requirements for designation as Highly Qualified (HQ). It also requires that schools serving high percentages of poor and minority students are not staffed at a higher percentage than other schools by teachers who have not earned the HQ designation, are teaching out of field, or are inexperienced. Hawaii s State Highly Qualified Teacher Plan, to meet these federal requirements, was approved by the U.S. Department of Education (USDE) on June 26, To meet federal requirements, elementary teachers teaching grades K-6 need to earn the Highly Qualified (HQ) designation for elementary. Teachers of grades 5-6 may earn the HQ designation for either elementary, or middle level (grades 6-8) in each core academic subject they teach. Teachers in departmentalized settings (grades 6-12) must earn the HQ designation in each core academic subject area they teach. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires special education teachers who are providing direct instruction in elementary K-6 classes to meet the HQ elementary requirements. Special education teachers providing direct instruction in departmentalized middle or high schools must meet the requirements for HQ in each of the core academic subjects to which they are assigned. 1. Core Academic Subject Areas The core academic subject areas are: English/language arts (including reading and writing); Mathematics; Science; Civics/government; Economics; Geography; History; Foreign languages; and Arts. Earning the HQ designation in any one sub-area of English/language arts, mathematics, science, or foreign languages confers HQ status on all others within that core academic area. For example, earning HQ status based on earning an academic major in chemistry, providing all other requirements for HQ status are met, also confers HQ status in all other sub-areas within science such as biology, physics, and physical science. 2. Requirements for Teachers of Civics/Government, Economics, Geography, and History The social studies are divided into four separate academic content areas: civics/government, economics, geography, and history. Middle and high school social studies teachers can earn the HQ July 2013 HQT Principal s Handbook Doc. 1c Page 1/16

3 designation in any of the social studies areas by completing an academic major (or the equivalent of at least 30 semester hours) in either civics/government, economics, geography, or history from a regionally accredited college or university, providing they have met all other requirements for the HQ designation at the appropriate grade level. By passing Praxis 081 at the secondary level, or 089 at the middle level, or the equivalent out of state examination approved by HTSB, teachers qualify for the HQ designation in all four of the social studies areas, providing they have met all other requirements for the HQ designation at the appropriate grade level. Teachers who can furnish evidence that they have passed Praxis 08 or 80, or the equivalent examination approved by the Hawaii Teachers Standards Board (Hawaii s state teacher licensure agency), qualify for the HQ designation in history grades 6-12, provided they have met all other requirements for the HQ designation at the appropriate grade level. 3. Foreign Languages For purposes of HQT requirements, Hawaii defines foreign languages as: Chinese, Filipino (Ilokano, Visayan, Tagalog), French, German, Japanese, Korean, Latin, Russian, and Spanish. 4. Art For purposes of HQT, Hawaii defines art as general art, painting and drawing. This definition does not include ceramics, textile arts, photography, music, theater, or dance. 5. Elementary and Secondary Schools For federal reporting purposes, Hawaii defines secondary schools as any school containing grade seven or higher. This means that a school comprised of grades K-12 is considered secondary. 6. New and Not New and Experienced and Inexperienced Teachers NCLB makes a distinction between teachers who are new to the profession and teachers who are not new to the profession. In Hawaii, teachers new to the profession have been teaching for less than the equivalent of one academic year. Teachers not new to the profession have been teaching for the equivalent of one year or more. 7. Highly Qualified Elementary Teachers New to the Profession Must: 1. Have at least a Bachelor s Degree; and 2. Hold a valid Hawaii teaching license (PK-3, K-6, K-12); and 3. Have passed the Praxis II test 014 for the elementary level or Praxis II test 021 for PK-3 early childhood (or out-of-state equivalent); and 4. Be properly assigned at the grade levels for which the teacher is licensed. 8. Highly Qualified Elementary Teachers Not New to the Profession Must: 1. Have at least a Bachelor s Degree; and 2. Hold a valid Hawaii teaching license (PK-3, K-6, K-12); and 3. Demonstrate subject matter competence by one of the following options: a) passed the Praxis II test 014 for the elementary level or Praxis II test 021 for PK-3 Early Childhood (or out-of-state equivalent); or b) completed one of the three following HOUSSE options: i) earned 30 semester credits in the areas of the elementary curriculum (English/language arts [including reading and writing], mathematics, science, civics/government, economics, geography, history, and arts). July 2013 HQT Principal s Handbook Doc. 1c Page 2/16

4 Of these credits, at least three must be in English/language arts, three in mathematics, three in science and three in any combination of civics/government, economics, geography or history; or ii) earned National Board Certification in Early Childhood Generalist (ages 3 to 8) or Middle Childhood Generalist (ages 7-12); or iii) earned 100 points through the HOUSSE rubric requirements; and 4. Be properly assigned at the grade levels for which the teacher is licensed. 9. Highly Qualified Middle Level (6-8) and Secondary (6-12) Teachers New to the Profession Must: 1. Have at least a Bachelor s degree; and 2. Hold a valid Hawaii teaching license; and 3a. Have passed the Praxis II test (or out-of-state equivalent) for the appropriate grade range of their license in each core academic subject taught; or 3b. Have a major (or the equivalent of a major which is 30 semester credits) in each core academic subject area taught, and 4. Be properly assigned at the grade levels for which the teacher is licensed. 10. Highly Qualified Middle Level (6-8) and Secondary (6-12) Teachers Not New to the Profession Must: 1. Have at least a Bachelor s degree; and 2. Hold a valid Hawaii teaching license; and 3a. Have passed the Praxis II test (or out-of-state equivalent) for the appropriate grade range of their license in each core academic subject taught; or 3b. Have a major (or the equivalent of a major which is 30 semester credits) in each core academic subject area taught, or 3c. Hold Adolescent and Young Adulthood National Board for Professional Teaching Standards credential in the subject matter area; or 3d. Satisfy the HOUSSE requirements set forth below; and 4. Be properly assigned at the appropriate grade levels. 11. Which Special Education Teachers Must Earn the HQ Designation? Special education teachers who provide direct instruction in core academic subjects must meet the ESEA definition of a highly qualified teacher, including an appropriate demonstration of subject competence. Direct instruction is federally defined as: Planning curriculum, delivering instruction and evaluating the performance of the student in any core academic area; Providing direct instruction in a core academic subject in a resource room setting; Providing direct instruction in a core academic subject in any setting; and Teaching elective credits in a core academic subject. Special education teachers who do not provide direct instruction to special education students in any core academic subject, or who provide only consultation to highly qualified teachers of core academic subjects in adapting curricula, using behavioral supports and interventions, and selecting appropriate accommodations, teaching life skills, providing community based instruction, or assisting students with study skills or organizational skills to reinforce instruction that the child has already received from a highly qualified teacher in that core academic subject, are not required to meet July 2013 HQT Principal s Handbook Doc. 1c Page 3/16

5 the federal definitions for highly qualified teachers. Additionally, special education teachers who co-teach a core academic subject as Teacher of Record 2 with a highly qualified teacher of that subject who is listed in esis as Teacher of Record 1 are not required to demonstrate subject matter competence. However, all special education teachers of academic content areas are required to meet the highly qualified teacher definition in the IDEA: they must have a bachelor s degree and full state certification in special education. 12. Additional Time for Elementary and Secondary Special Education Teachers New to the Profession to Earn the Highly Qualified Designation New special education teachers teaching two or more core academic subjects who meet HQT in at least one core content area at the time of hire have an additional two years from their date of first hire to meet HQT requirements in the remaining core academic subjects taught. (See also #37) 13. Highly Qualified Elementary SPED Teachers (K-6) New to the Profession Must: 1. Have at least a Bachelor s degree; and 2. Hold a valid Hawaii teaching license in special education (PK-3, K-6 or K-12); and 3. Have passed the Praxis II test 014 for the elementary level or Praxis II test 021 for PK-3 early childhood (or out-of-state equivalent); and 4. Teach special education students at the grade levels for which the teacher is licensed. 14. Highly Qualified Elementary SPED Teachers (K-6) Not New to the Profession Must: 1. Have at least a Bachelor s degree; and 2. Hold a valid Hawaii teaching license in special education (PK-3, K-6, K-12); and 3. Demonstrate subject matter competence by one of the following options: a. passed the Praxis II test 014 for the elementary level or Praxis II test 021 for PK-3 Early Childhood( or out-of-state equivalent); or b. completed one of the three following HOUSSE options: i. earned 30 semester credits in the areas of the elementary curriculum (English/language arts [including reading and writing], mathematics, science, civics/government, economics, geography, history, and arts). Of these credits, at least three must be in English/language arts, three in mathematics, three in science and three in any combination of civics/government, economics, geography or history; or ii. earned National Board Certification (equivalent to 100 HOUSSE points) in Early Childhood Generalist (ages 3 to 8) or Middle Childhood Generalist (ages 7-12); or iii. earned 100 points through the HOUSSE rubric requirements; and 4. Teach special education students at the grade levels for which the teacher is licensed. 15. Highly Qualified Middle Level (6-8) or Secondary (6-12) SPED Teachers New to the Profession Must: 1. Have at least a Bachelor s degree; and 2. Hold a valid Hawaii teaching license in special education; and 3a. Have passed the Praxis II test (or out-of-state equivalent) for each academic core subject taught; or 3b. Have a major (or the equivalent of a major which is 30 semester credits) in each core academic subject area taught; and 4. Teach special education students at the grade levels for which the teacher is licensed. July 2013 HQT Principal s Handbook Doc. 1c Page 4/16

6 16. Highly Qualified Middle Level (6-8) or Secondary (6-12) SPED Teachers Not New to the Profession Must: 1. Have at least a Bachelor s degree; and 2. Hold a valid Hawaii teaching license in special education; and 3a. Have passed the Praxis II test (or out-of-state equivalent) for each academic core subject taught; or 3b. Have a major (or the equivalent of a major which is 30 semester credits) in each core academic subject area taught, or 3c. Hold Adolescence and Young Adulthood National Board for Professional Teaching Standards credential in the subject matter area; or 3d. Satisfy the HOUSSE requirements set forth below; and 4. Teach special education students at the grade levels for which the teacher is licensed. 17. Adaptive Living Skills Class Beginning with the school year, a new adaptive living skills class was made available for grades 7-12 and grade 6 in middle or intermediate schools only. Only students who are eligible to take the Hawaii State Alternate Assessment may enroll in this course. The course provides students with intensive instruction focusing on functional living skills which address the state s performance indicators but at lower levels of complexity. Teachers of this course must meet the HQ designation for special education elementary teachers. 18. Hawaii State Licensure Requirements The Hawaii Department of Education (DOE) is responsible for the employment of teachers, and conferring the HQT designation. The Hawaii Teacher Standards Board (HTSB) is the agency responsible for teacher licensing. Licensing requirements, instructions, and application forms may be found at the HTSB website Praxis II Exam Opportunities The Hawaii Teacher Standards Board coordinates Praxis II exam opportunities. For the most current Praxis information please visit their website at To register for Praxis exams go to: Demonstrations of Subject Matter Competency Through Tests Other than Praxis II Passing scores on subject matter tests, such as those used by other states in their teacher licensure processes, accepted by HTSB as equivalent to the Praxis II subject matter assessments will be recognized by DOE as equivalent in demonstrating content competency for the HQ designation. For more information on out-of-state tests accepted by HTSB, see Increasing the Grade Span of Existing Licenses Through Adding a Field Teachers who can demonstrate one or more years of satisfactory contracted teaching experience in a new field within the last five years may apply to HTSB to add an additional field to their teaching license using one of the five options shown below. See OPTION A) Complete a State Approved Teacher Education Program (SATEP) OPTION B) Teaching experience and coursework from a State Approved Teacher Education Program (SATEP), or the equivalent of a subject major for the new field July 2013 HQT Principal s Handbook Doc. 1c Page 5/16

7 OPTION C) Teaching experience and Praxis subject tests Using Option C will result in both licensure in the new grade span and/or subject and HQ status in that grade level and subject. OPTION D) National Board for Professional Teaching Standards certification OPTION E) Possess Advanced License or NBPTS Certification in current license field(s) and obtain the equivalent of a subject major OR pass the Praxis Content Test in the new field Note: Using Option A listed above will likely not result in attaining HQ status. For additional information about adding a field to your license, contact HTSB at Reciprocity for Out-of-State Teaching Licenses Teachers who have held teaching licenses in another state may be able to use that license to quality for licensure in the state of Hawaii. For information on this process, contact HTSB at Earning the HQ Designation through the High Objective Uniform State Standard Evaluation (HOUSSE) Federal law requires HOUSSE to be based on objective, coherent information about the teacher s attainment of core content knowledge in the academic subjects taught. Hawaii teachers who have the equivalent of one or more academic years of teaching experience may earn the HQ designation through HOUSSE by demonstrating content area expertise and documenting a total of 100 points using the HOUSSE Rubric. This method of qualifying for the federal designation of highly qualified recognizes, among other things, the professional experience, expertise, and professional training garnered over time. Documentary evidence must be certified by the principal, maintained in each teacher s school-based personnel file, be available at the school site for monitoring purposes and provided to DOE for final determination. HQT status is determined by DOE upon verification of the documentation supporting the 100-point scores submitted by the teacher s current principal. Upon teacher transfer within the DOE public school system this documentation must be furnished by the sending to the receiving school. HOUSSE procedures, allowable activities, documentation required and instructions are explained in the HQT Toolkit. See the HOUSSE Form (DOE OHR ) and HOUSSE Reference Guide ( Doc. 2c). The HQT Toolkit is available on the DOE webpage at Definition of Undergraduate Major An undergraduate major or the equivalent consists of 30 semester credits, or 45 quarter credits, of undergraduate or graduate coursework in the subject. Courses must be allowed as part of a degree program from a regionally accredited college or university course. For middle and secondary teachers, these credits must be in the core academic subject for which HQ status is sought. For elementary teachers, these credits must be in the areas of the elementary curriculum (English/ language arts [including reading and writing] mathematics, science, civics/government, economics, geography, history, and art). Of these, at least three must be in English/language arts, three must be in mathematics, three must be in science, and three must be in any combination of civics/government, economics, geography, or history. July 2013 HQT Principal s Handbook Doc. 1c Page 6/16

8 Professional development workshops do not count toward this definition unless they were taken through a college or university for credit in the core content area. See the College Course Identification Reference Guide in the HQT Toolkit (Doc. 2e). The HQT Toolkit is available on the DOE webpage at: Recognition of Official HQ Status Granted from Other States DOE will recognize and grant Hawaii HQ status to those out-of-state teachers who are licensed to teach in Hawaii and able to provide acceptable official documentation from their former state s educational agency (State Department of Education) that he or she has earned the HQ designation in that state in one or more core content areas in the grade levels for which the Hawaii license has been issued. 26. Documenting HQ Status Each fall, DOE collects class assignment data from each school and matches that data with licensure information from HTSB and teacher transcript data to determine which core content classes are taught by teachers who have earned the HQ designation and those who have not. This data is submitted to the US Department of Education to meet federal Title II Highly Qualified Teacher program and funding requirements. The DOE provides a list that identifies each non-highly qualified teacher and the corresponding core content area assignment. Teachers who are not highly qualified for one or more assignments must take the following steps: Meet with the school principal or designee; and Review the Highly Qualified Documentation Form (DOE OHR ) and determine if they meet the HQ requirements via one of the methods listed: o If so, complete and submit the form and required documentation to their principal who will validate the data and send it to DOE for approval, or o If not, complete a Professional Development Plan (PDP) online via the PDE 3 website at Online Professional Development Plans Professional Development Plans are completed online via the PDE 3 website at To learn more about how to complete and obtain approval of the online professional development plan, see document 2k in the Principal s Handbook. 28. Principals Approve Professional Development Plans Beginning with the school year, teachers submit their professional development plans to their principal. Principals approve professional development plans online. Principals must ensure that: Every NHQ teacher completes a PDP within 30 days of hire or assignment; Each PDP describes how the teacher will quickly move from NHQ to HQ in at least one core academic subject and grade level to which the teacher has been assigned; The plans are adequately resourced (including financial assistance); Every teacher carries out their approved PDP; and A copy of all documentation is maintained in the teachers school based personnel file (aka yellow jacket file). To learn more about online PDPs, see Principal s Handbook Document 2k. July 2013 HQT Principal s Handbook Doc. 1c Page 7/16

9 29. Definition of High Quality Professional Development The term high-quality professional development means professional development that includes, but is not limited to, activities that: Improve and increase teachers knowledge of academic subjects and enable teachers to become highly qualified; Are an integral part of broad schoolwide and district-wide educational improvement plans; Give teachers and principals the knowledge and skills to help students meet challenging state academic standards; Are sustained, intensive, and learning focused; and Advance teacher understanding of effective instructional strategies that are based on scientifically based research. 30. High Quality Professional Development Courses Through PDE 3 Professional development supported by Title II funds must meet the criteria in Section 30 above. In order for courses to qualify for HOUSSE points, the PDE 3 professional development courses must be focused on the acquisition of content knowledge (including content specific pedagogy) and meet the criteria above. Courses meeting these criteria are identified with a HOUSSE designation in the PDE 3 website at Professional Development Opportunities A variety of targeted professional development options are available to assist NHQ teachers to become HQ. Many of the classes/workshops that are offered utilize technologies such as videoconferencing and/or on-line courses. The DOE is working with universities, non-profits and other agencies to continue to expand its professional development opportunities for teachers. As additional offerings become available, they will be included on the PDE 3 website. 32. Professional Development Needs Assessment An annual professional development needs assessment is required of each complex area to ensure improving instruction to accelerate student achievement. Components of the needs assessments include: An analysis of current student performance in the core academic subject areas; An action plan to address and remediate any deficiencies identified in the needs assessment; A description of professional development activities and how they are aligned with state standards; How these professional development activities will improve student achievement; Training to be provided to teachers to meet the unique needs of struggling students; Funding allocated to professional development activities; and How the process allowed for teacher input. 33. Responsibilities and Accountability Measures The hierarchy of accountability in the DOE is: State Board of Education; State Superintendent of Education; Complex Area Superintendent; School Principal; and Individual Teacher. July 2013 HQT Principal s Handbook Doc. 1c Page 8/16

10 33A. Department of Education Role and Responsibilities Each state is accountable to the United States Department of Education (USDE) for meeting the statewide Highly Qualified Teacher (HQT) goals. The Hawaii Department of Education is required to: Increase the number of HQ teachers and classes taught by HQ teachers statewide; Advise complex areas and schools as they work with their non-hq teachers in obtaining necessary information to complete HQ evidence and documentation; Receive and verify higher education course credit and DOE PD credits; Enter the credits into the DOE HQ teacher database; Provide HQT data to complex area superintendents and principals; Assist principals in determining how to evaluate and document activities; Review teacher HQ forms and attached documents; Make final determination of HQ status; Enter HQ status into teachers permanent files; Maintain documentation of HQ status; Provide a central listing of all HQ teachers; Ensure core academic teachers hired to teach in Title I programs are HQ or actively working toward HQ; Monitor schools and complex areas to ensure HQT compliance; and Issue documentation of Highly Qualified designation by level and subject to teachers. Department of Education Accountability Measures In response to a failure to meet the above requirements or a failure to correct monitoring findings, the USDE is authorized to enact state level sanctions. State level sanctions may include, but are not limited to: Increased levels of program support and compliance monitoring; Quarterly progress reports to USDE; USDE compliance agreement; Program sanctions; and/or Interruption of or loss of federal program funds. 33B. Complex Area Superintendents Role and Responsibilities Each Complex Area Superintendent is accountable to the State Superintendent of Education and the State Board of Education for meeting the statewide Highly Qualified Teacher (HQT) goals in his or her complex area. Complex Area Superintendents are required to: Prepare and submit to the state an annual Complex Area HQT plan to meet the goal of 100% core academic classes taught by HQ teachers; Ensure use of Title II funds are expended in accordance with the state approved complex area HQT plan; Ensure Title II, Tier One funds allocated to the complex area are used only to support activities described and approved in Teacher HQ Professional Development plans; July 2013 HQT Principal s Handbook Doc. 1c Page 9/16

11 Ensure Title II, Tier Two funds allocated to the complex area are used only for activities which support sustained, intensive, classroom-focused professional development that is an integral part of the school Academic and Financial Plan and/or complex area HQT Plan; Ensure schools within their complex area comply with state and federal Title II program planning and reporting requirements including requirements for completion and implementation of Academic and Financial Plans; Ensure that, whenever possible*, principals hire and appropriately assign teachers who meet the HQ criteria to core academic classes; Ensure that, whenever possible, principals hire and place only teachers who meet the HQ criteria in core academic positions in Title I programs; Ensure that teachers of core academic subjects completed an approved HQ professional development plan within 30 days of placement; Ensure that non-hq teachers carry out their professional development plans; Prioritize the use of Title II program resources to reduce the number of non-hq teachers assigned to core academic classes; and Provide support and resources to non-hq teachers toward satisfying the HQT criteria. * The term whenever possible means that no highly qualified candidates applied for the position, or that all highly qualified candidates declined the position, or other unavoidable circumstances existed at the time of hire that made it impossible, even with a good faith effort, to hire a highly qualified teacher to teach core academic classes. In these cases principals are required to document and make available upon request, the steps taken to hire and place a highly qualified teacher into each such position and the reasons that such a placement was not made. Complex Area Accountability Measures In response to a failure to meet the above requirements or a failure to correct monitoring findings, the State Superintendent of Education is also required by federal regulations to enact sanctions in accordance with ESEA section At the Complex Area such sanctions may include, but are not limited to: Increased levels of program support and compliance monitoring; Development and implementation of quarterly HQT Plans in consultation with, or under the direction of, the designee(s) of the State Superintendent of Education; Loss of HQT school expenditure approval authority; Loss of expenditure authority for all Title II funds; and/or State administration of the complex area Title II program. 33C. DOE Principals Role and Responsibilities Each principal is accountable to his or her Complex Area Superintendent, State Superintendent of Education, and the State Board of Education for meeting the statewide Highly Qualified Teacher (HQT) goals at his or her school. In carrying out the Title II program principals are required to: Work with NHQ teachers to design a professional development plan that will rapidly move teachers from NHQ to HQ status. Approve or disapprove, and work with NHQ teachers to amend HQ professional development plans. July 2013 HQT Principal s Handbook Doc. 1c Page 10/16

12 Ensure all HQ records and PDPs are available for review upon request of the SEA. Comply with state and federal Title II program, planning and reporting requirements; Use Title II program resources to reduce the number of non-hq teachers assigned to core academic classes; Provide resources to reduce the number of non-hq teachers assigned to core academic classes; Ensure Title II, Tier One funds allocated to the school are used only to support activities described and approved in Teacher HQ Professional Development plans; Ensure Title II, Tier Two funds allocated to the school are used only used for activities which support sustained, intensive, classroom-focused professional development that is an integral part of the school Academic and Financial Plan and/or complex area HQT Plan; Ensure that, whenever possible*, only teachers who meet the HQ criteria are hired and appropriately assigned to core academic classes; Ensure that, whenever possible, principals hire and place only teachers who meet the HQ criteria in core academic positions in Title I programs; Ensure that NHQ teachers of core academic subjects complete an approved HQ professional development plan within 30 days of placement; Ensure that NHQ teachers carry out their professional development plans; Ensure that if their school is Title I eligible and did not meet AYP in the most recent assessment, that 10% of their Title I, Part A funds are spent on professional development; Describe as part of the school s Academic and Financial Plan the actions, funding, and timelines that will enable the school to meet the annual goal of having 100% core academic classes taught by HQ teachers if the school has not met this goal for two consecutive years. The plan must directly address the issues that prevented the school from meeting the goal of having all core academic classes taught by teachers who meet the NCLB-defined HQT criteria. *The term whenever possible means that no highly qualified candidates applied for the position, or that all highly qualified candidates declined the position, or other unavoidable circumstances existed at the time of hire that made it impossible, even with a good faith effort, to hire a highly qualified teacher to teach core academic classes. In these cases principals are required to document and make available upon request, the steps taken to hire and place a highly qualified teacher into each such position and the reasons that such a placement was not made. DOE Principals Accountability In response to a failure to meet the above requirements or a failure to correct monitoring findings, to reduce the number and percentage of NHQ teachers within a school, or to ensure that all NHQ teachers have high quality HQ PDPs approved and in place, the State Superintendent of Education is required by federal regulations to enact sanctions in accordance with ESEA section At the school level such sanctions may include, but are not limited to: Assistance from the Complex Area in scheduling, hiring, and assignments; Assistance from the State in scheduling, hiring, and assignments; Loss of authority to hire and assign staff; Loss of expenditure authority for Title II and other professional development funds; and/or State or Complex Area administration of the school s Title II program and funds. July 2013 HQT Principal s Handbook Doc. 1c Page 11/16

13 33D. DOE Teachers Roles and Responsibilities All public school teachers assigned to core academic classes for which they do not meet the Highly Qualified Teacher criteria defined in the State Plan are required to complete an HQ professional development plan showing how they will make rapid progress toward HQ status. Requirements for DOE teachers include: Providing information related to the teacher s education, experience, licensing, and such other information as may be required to comply with federal and state regulations and reporting requirements to their principal(s), the DOE, or its designee, so that the teacher s status can be determined with respect to the HQT criteria; Completing a HQ professional development plan within 30 days of hire or assignment to a class for which the teacher is not highly qualified; Providing that plan to his or her principal for approval, and amending that plan as required by the principal to comply with state and federal HQ requirements; Carrying out the HQ plan as approved; and Accurately documenting HQ status in each content area assigned and if non HQ in one or more content areas: o Document progress in working on an approved Professional Development Plan that demonstrates: Progress toward attaining HQ status in at least one core academic subject per school year, and Completion of the described activities within the timelines documented. DOE Teachers Accountability In response to a failure to meet the above requirements the State Superintendent of Education, acting as SEA, is also required to enact sanctions in accordance with ESEA section For the individual DOE teacher, such sanctions may include, but are not limited to: Increased levels of professional development planning and monitoring by the school principal; More frequent performance evaluation through the Professional Evaluation Program for Teachers (PEP-T); Having the school principal directly assign professional development activities to the teacher; Being reassigned to a core academic position for which the teacher meets the HQ criteria; Being reassigned to a non-core academic position for which the teacher is properly licensed; Being reassigned to a core academic class at another school for which the teacher meets the HQ criteria; and/or Receiving a marginal or unsatisfactory rating on PEP-T. 34. Federal Requirement for Title I Schools Federal law requires that all teachers hired after the first day of the school year to teach in Title I programs must be highly qualified. For Title I School-wide Programs: In a title I School-wide program, highly qualified teacher requirements apply to all teachers of core academic subjects, without regard to whether the position is funded with federal, state, or local funds. In a school-wide program, Title I funds support all teachers and paraprofessionals. July 2013 HQT Principal s Handbook Doc. 1c Page 12/16

14 For Title I Targeted Assistance Programs: In a Title I Targeted Assistance program, highly qualified teacher requirements apply to all teachers who are paid with Title I, Part A funds. If an NHQ is hired into a Title I school*, principals are required to document the reasons for not hiring a HQ into that position on the Principal s Reporting Form for New Hire Teacher Selection. The reasons must be compelling, documented in writing and the records maintained at the school site for review during monitoring; If an NHQ teacher is hired to teach a core academic class in a Title I school, the teacher s PDP clearly describes how that teacher will become HQ within one year; If the teacher is NHQ in more than one content area, the teacher must become HQ in one content area per year; and If the teacher is still NHQ after one year, that teacher cannot be placed in the same NHQ content area the next year. * NHQ teachers should not be hired to teach core academic subject classes. An NHQ teacher may be hired to teach core academic subjects in a Title I school only when no highly qualified candidates applied for the position, or when all highly qualified candidates declined the position, or other unavoidable circumstances existed at the time of hire that made it impossible, even with a good faith effort, to hire a highly qualified teacher to teach core academic classes. The hiring of NHQ teachers into Title I schools will be closely monitored by OHR. 35. Exceptions to the One-Year HQ Rule for Title I Schools There are several exceptions to the one year rule that requires all NHQ teachers in Title I schools to meet HQ requirements within one year of assignment. These apply whether or not the school is Title I. Teachers will remain NHQ until the HQ requirements are met. Documentation that teachers are eligible for these extensions must be kept in the teacher s school-based personnel file. 1. The August 2005 federal guidance provides special educators who are new to the profession (less than one year of experience) and who are HQ in English/language arts, mathematics, or science at the time of hire, 2 years to become HQ in all other academic subjects taught. 2. Multi-subject rural secondary teachers in the schools listed below, if HQ in one subject at the time of hire may use HOUSSE to demonstrate competence in additional subjects within three years of the date of hire. Maunaloa Elementary Moloka`i High Moloka`i Intermediate Hanalei Elementary Kilauea Elementary Hana High & Elementary Kualapu`u Elementary Honaunau Elementary Ho'okena Elementary Ka`u High & Pahala Elementary Na'alehu Elementary & Intermediate July 2013 HQT Principal s Handbook Doc. 1c Page 13/16

15 Pa`auilo Elementary & Intermediate 3. Multi-subject special education teachers who are new to the profession, if HQ in English/language arts, mathematics, or science at the time of hire, may use HOUSSE to demonstrate content proficiency in additional subjects within two years of the date of hire. 4. International visiting teachers hired after SY may use HOUSSE to demonstrate content proficiency. International visiting teachers will have will have 12 months from the date of initial employment to complete the HOUSSE process. 36. Federal Requirement for Paraprofessionals Paraprofessionals aides who provide instructional support services in a school are a valuable resource in any school setting. NCLB requires paraprofessionals to meet the following academic requirements: Hold at least an associate s degree or have completed at least two years of college, or Met a rigorous standard of quality and demonstrate, through a formal state or local assessment, knowledge of, and the ability to assist in instruction in reading, writing, and mathematics, reading readiness, writing readiness, or mathematics readiness. 37. Notification to Parents At the beginning of each school year, schools must notify parents that they may request, and the school will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student's classroom teachers and long-term substitutes, including, at a minimum, the following: Whether the teacher has met HQ qualifications and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; Whether the teacher is teaching under emergency or other provisional status ; The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree; and Whether the child is provided services by paraprofessionals and, if so, their qualifications. In addition, schools must provide each parent timely notice that the parent s child has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher or long-term substitute who is not highly qualified. 38. Alternate Route to Licensure The federal definition of an alternate route to certification program requires the teacher to: (1) receive, before and while teaching, high-quality professional development that is sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction; (2) participate in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers or in a teacher mentoring program; (3) assume functions as a teacher for a period not to exceed three years; and (4) demonstrate satisfactory progress toward full certification as prescribed by the State. A teacher in an alternate route to certification program may be considered temporarily highly qualified if the teacher holds at least a bachelor s degree, has already demonstrated subjectmatter competency in the core academic subject(s) the teacher will be teaching, and is participating in an alternate route to certification program. July 2013 HQT Principal s Handbook Doc. 1c Page 14/16

16 39. Temporary HQ Status via Enrollment in Alternate Route to Licensure Program Teachers enrolled in DOE approved alternative route to licensure programs who have demonstrated content proficiency may apply for Temporary Highly Qualified status. While only fully licensed teachers may be permanently designated Highly Qualified, unlicensed teachers in approved alternative routes to certification programs (including Teach for America) may be designated Temporarily Highly Qualified under certain conditions. A DOE Teacher Application for Temporary Highly Qualified status is required annually and temporary HQ status is only available within the first three years of employment as a teacher with HIDOE. To request temporary highly qualified designation, unlicensed teachers must have already earned at least a bachelor s degree and submit a completed DOE Teacher Application for Temporary Highly Qualified Status form (DOE OHR ) indicating the following: 1. Participation in a state approved alternate route to licensure program (see list at and look for the label Alternative ) and 2. Demonstration of content area proficiency for: a. Elementary Assignments: By passing the appropriate exams for grades K-6; or b. Middle and High School Assignments: By passing the appropriate exams for the content area and grade levels being taught, or having earned a major or 30 semester credits in a content area matching the teaching assignment. 40. Emergency Hire Teachers Unless temporary HQ status has been granted by the DOE through Alternate Route recognition (see #39 above) emergency hire teachers cannot be designated as highly qualified because they are not fully licensed to teach in the state of Hawaii. 41. Pre-Kindergarten Teachers The Highly Qualified Teachers Non-Regulatory Guidance (revised August 3, 2005) states that the requirements that teachers be highly qualified do not apply to pre-kindergarten teachers unless a state includes pre-kindergarten as part of its elementary and secondary school system. Hawaii does not presently include pre-kindergarten as part of the public school system. 42. Charter Schools Requirement for Highly Qualified Teachers: Charter school teachers must meet the licensure requirements established in the State s public charter school law. In Hawaii, this means that highly qualified charter school teachers must hold at least a bachelor s degree, be fully licensed to teach in the State of Hawaii, must demonstrate competence in the core academic areas taught, in the same manner as teachers in all other public schools, and be properly assigned. 43. Private School Title II Funds Private school teachers have the opportunity to participate in Title II Part A professional development activities equivalent to the opportunity provided to public school teachers. A formula is used to determine equitable services based on an equitable per pupil rate. This formula determines an amount for budgeting purposes, but is not an allocation. The DOE consults annually with appropriate private school officials during the design, development, and implementation of the school s professional development program. The professional development needs of the private school teachers may be met through: July 2013 HQT Principal s Handbook Doc. 1c Page 15/16

17 1. Participation by private school teachers in state, complex area or school sponsored professional development activities, and/or 2. Professional development activities designed by the private school to address the needs identified in a Title IIA Needs Assessment. 44. School Designation of Title IIA High Risk Status Along with increased authority to approve PDPs comes accountability. One such accountability measure is the potential to be identified by the State Education Agency as a Title IIA high-risk status school. High-risk status will be conferred on those schools that are not significantly reducing the number and percentage of NHQTs from the beginning of the school year to the end of the school year, and from one school year to the next. Schools designated as Title IIA high-risk (and complex areas expending funds on behalf of a high-risk school when they administer their Title IIA funds) will be required to obtain advance approval from the SEA Title IIA administrator prior to the expenditure of Title IIA funds for any activity not directly related to assisting NHQ teachers become HQ as described in approved Professional Development Plans. 45. HQT Web Site and HQT Frequently Asked Questions DOE will continue to update its Highly Qualified Teachers website including responding to frequently asked questions. We invite you to check out the HQT website and the Frequently Asked Questions (FAQs) at If you have additional questions, please HQT@notes.k12.hi.us. July 2013 HQT Principal s Handbook Doc. 1c Page 16/16