Learning: Inside Scoop
Who Is 'Highly Qualified'?

Federal law adds new job qualifications for teachers and Title I paraprofessionals.

The "No Child Left Behind Act"--the reauthorized Elementary and Secondary Education Act--for the first time defines "highly qualified teacher." More important, it says every class will have one by 2006. The law also holds new requirements for paraprofessionals in Title I programs.

What is a 'highly qualified' teacher under the new law?
Essentially, the law defines a "highly qualified" teacher as one who is fully certified or licensed under state law and competent in the subjects he or she is teaching. There are several ways to prove competence.

What does the law say about certification?
To be "highly qualified," a teacher must have full state certification (which can be through alternative certification routes) or have passed the state teacher license exam and hold a valid license to teach. There is an exception for charter school teachers: They only have to be certified if their state's charter school law says they do.

Anyone for whom the state has waived certification requirements on an emergency, temporary, or provisional basis is not rated "highly qualified."

What are the rules for new teachers with respect to academic competence?
New elementary teachers must have a bachelor's degree and also must pass a state test to demonstrate their knowledge and teaching skills in reading, writing, mathematics, and other areas of the elementary curriculum.

That test can be the state certification or license test, if that test assesses such subject matter knowledge.

New middle and high school teachers must have a bachelor's degree. They can prove competence in their subject area either by passing a state subject matter test, which can be the state's license exam, or by having an academic major, a graduate degree, an advanced certificate, or coursework equivalent to an academic major in the subject area. This new requirement applies to "core academic subjects," which include English, reading or language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography.

How can teachers who are already working demonstrate their academic competence?
All of the options for new teachers are also available to those already on the job. In addition, the law allows states to create for each subject area a non-test evaluation of academic competence that, among other things, provides objective information about the teacher's content knowledge, is applied uniformly throughout the state, "takes into consideration, but [is not] based primarily on, the time the teacher has been teaching in the academic subject," and is available to the public on request.

National Board Certification in the subject is another way to demonstrate competence.

How soon must all teachers be 'highly qualified' for all the classes they teach?
The law says that starting in the 2002-03 school year, new teachers hired for Title I must meet the requirement. Other teachers have until the end of the 2005-06 school year. States must submit plans next year to show how they will reach the goal of a "highly qualified" teacher in every class.

What are the requirements for Title I funded paraprofessionals?
Starting immediately, paraprofessionals hired for programs supported by Title I must prove competence in one of two ways: Have two years of postsecondary education or have a high school diploma and demonstrate, in a "formal state or local academic assessment," the skills necessary to assist in classroom instruction for reading, writing, and mathematics.

Paraprofessionals already working in programs supported by Title I must meet these requirements by 2006.

What does the law say about duties assigned to paraprofessionals in Title I supported programs?
The new law prohibits assigning paraprofessionals in Title I supported programs to provide instruction to students except under the direct supervision of a teacher, or in one-to-one tutoring at a time when the student would not otherwise be taught by a teacher.

It is now against the law to use a Title I funded paraprofessional instead of a substitute teacher, for example.

Is there any change in required qualifications for other support professionals?
No.

Are there resources to help educators meet the requirements?
School districts must increase the percentage of teachers getting high-quality professional development each year until they reach the goal of 100 percent highly qualified teachers. Federal funds available for professional development have been increased.

Districts are allowed, but not required, to use some of their federal money to train support professionals.

What happens now?
Many of the new law's provisions are general. Critical decisions will be made during implementation of the law at the national, state, and school district levels.

For example, what will the new teacher tests and non-test assessments contain? How will Title I supported paraprofessionals demonstrate their academic competency?

NEA and its state and local affiliates can play an important role in answering these questions.

What happens if a school district can't fill its positions with people who meet the guidelines?
States that do not meet their timetables for increasing the percentage of "highly qualified" teachers three years in a row and that have also failed to make adequate yearly progress in improving student achievement will not be allowed to hire new Title I paraprofessionals except to fill vacancies. Conceivably, the Department of Education could also withhold federal aid.

But neither of these sanctions will persuade more "highly qualified" people to apply.

One strategy that would work: Give educators smaller classes, more planning time, and higher pay. And start listening to their ideas for improving schools.

--Alain Jehlen

For more: Many crucial details will be worked out in the coming months. Call NEA's new ESEA hotline, 866/373-ESEA (3732) for the latest information.