Committee on Education and the Workforce
Hearings

ATTACHMENT A

ARIZONA HIGHLY QUALIFIED TEACHERS

(Pursuant to requirements mandated by P.L. 107-110 No Child Left Behind Legislation)

 

NAME: __________________________ DISTRICT: ___________________________

SSN: __________________________ SCHOOL: ___________________________

Please check where applicable:

1. Hold a bachelor’s degree

AND

2. Hold a valid state certificate—charter school teachers are exempt from this requirement

a. Elementary Certificate

b. Secondary Certificate

c. Special Education Certificate (List Disability Area(s): _________________)

3. Teach at (list school level: ______________________, provide teaching assignment

(elementary, middle, or secondary)

__________________________)

(grade & subject)

a. Passed a rigorous content State academic subject matter test (In Arizona this is the AEPA Professional Knowledge Test and the Subject Knowledge Test in the Content Area in which you are teaching. This test was first available in 1999), or

b. Hold an advanced degree in your content area, or

c. Hold National Board Certification in the area in which you are currently teaching, or

d. For Middle and High School only: 24 hours in the content area

If you checked 1, 2, and 3 (including 3.a, 3.b, 3.c or 3.d) above, under federal guidelines you are considered highly qualified. If you were not able to mark 3.a, 3.b, 3.c or 3.d, please complete rubric to verify that your existing qualifications meet the requirements of the No Child Left Behind Act.

I attest to the factual completion of this evaluation.

____________________________________ __________________

Signature of Teacher Date

____________________________________

Printed Name of Principal

____________________________________ __________________

Signature of Principal Date

 

ATTACHMENT B

Rubric for Arizona’s Highly Objective Uniform State Standard of Evaluation

(All selected activities must be specific to content area being taught)

Years of Experience Teaching in the Content Area

College Coursework in the Content Area

Professional Development and Activities related to the Content Area

Service related to the Content Area

Awards, Presentations, Publications related to the Content Area
·1 Elementary level includes teaching experience in an elementary classroom

·2 Middle and High School level includes teaching experience in the content area being taught

Must be specific to content area being taught:

Elementary:

·3 Course work in the elementary content areas

·4 Methods courses in the elementary content areas (9 credit hours only)

·5 Course work in child development (3 credit hours only)

Middle School:

·1 Content area courses (Maximum of 3 credit hours in each of the following areas):

ú1 Methods courses related to core academic content area

ú2 Early adolescent psychology

ú3 Middle School curriculum

High School:

·6 Content area coursework as identified in the Arizona Academic Standards:

ú1 Language Arts (reading & English)

ú2 Mathematics

ú3 Science

ú4 Social Studies

ú5 Foreign Languages

ú6 The Arts (see Glossary)

Special Education:

·7 Course work in the special education content areas

·8 Methods courses in the special education content areas (9 credit hours only)

·9 Course work in child development (3 credit hours only)

Must be specific to the content area (list is not inclusive):

·1 Served on a committee that developed, selected or evaluated academic standards

·2 Served on a committee that developed, selected or evaluated professional teaching standards

·3 Served on a committee that developed, selected or evaluated curriculum

·4 Served on a committee that aligned local academic standards with state standards

·5 Served on a committee that developed, validated or evaluated academic assessments

·6 Participated in regional, state or national professional conferences/ seminars/ workshops

·7 Participated in district approved professional development activities in content area

·8 Completed all assessments for National Board Certification (20 points)

 Must be specific to the content area:

·1 Chair/team leader

·2 Mentor teacher

·3 Cooperating teacher for student teacher

·4 Leadership position in a regional, state, or national professional organization

·5 Instructor at an Institute of Higher Ed. in course related to the content area

·6 Presentations at the school/ district level in areas related to the content area

 Must be specific to the content area:

·1 Recipient of a State or National Award

·2 Presentations at regional, state or national professional organization meetings

·3 Article in regional, state, or national journal

10 points per year.

Maximum=50 points.

4 points per credit hour

5 points per documented activity (within the past 10 years)

5 points per year per documented service

Maximum =30 pts.

5 points per documented activity

Maximum=30 points
# Years: # Sem. Cr. Hrs.: # Activities: # Services: # Activities:
TOTAL Points: TOTAL Points: TOTAL Points:

 

 TOTAL Points:

 

 TOTAL Points:

 

A score of 100+ points = Highly Qualified GRAND TOTAL: ______________

ATTACHMENT C

 

State of Arizona

Department of Education

Tom Horne

Superintendent of Public Instruction

MEMORANDUM

To: District Superintendents
Charter Administrators
Principals

From: Kathleen Wiebke
Deputy Associate Superintendent for Highly Qualified Professionals
Date: Monday, May 24, 2004
Subject: NCLB 04-03: Arizona’s Highly Qualified Teachers
No Child Left Behind Act (NCLB) 2001

Attached you will find materials designed to provide assistance with the implementation of the Highly Qualified requirements for teachers in the No Child Left Behind (NCLB) Act of 2001. Under the guidelines of NCLB, to be considered "highly qualified," teachers must meet certain criteria. These guidelines are in effect this year for teachers in Title I schools or who are paid from Title I funds. All other teachers have until the end of the 2005-2006 school year to meet the guidelines of NCLB. The purpose of these materials is to assist teachers in meeting these federally mandated guidelines. Below you will find a summary of the enclosed materials:

  • Arizona Highly Qualified Teachers: The first page entitled "Arizona Highly Qualified Teachers" presents a short checklist of the requirements of NCLB. Under the guidelines a teacher must have a bachelor’s degree. They must also hold a valid state certificate (charter school teachers are exempt from this particular requirement). In addition, they must demonstrate subject matter competency. This can be accomplished through a variety of measures (see item 3). If the teacher is not able to demonstrate competency through the measures in part three and he or she has three years of teaching experience, the teacher would then move to the Rubric for Arizona’s Highly Objective Uniform State Standard of Evaluation.

  • Rubric for Arizona’s Highly Objective Uniform State Standard of Evaluation: NCLB allows each state to create a Highly Objective Uniform State Standard of Evaluation (HOUSSE) as an alternative to demonstrate subject matter competency. A task force comprised of superintendents, teachers, and principals representing charter schools, public schools, and higher education, as well as other stakeholders, created the HOUSSE document. In light of the feedback we received from teachers and administrators across Arizona, we believe this is a good compromise. Superintendent Horne wanted the task force to work with schools and districts to meet the federal guidelines, while at the same time making this document as inclusive as possible. It represents a start to defining a truly highly qualified professional.

    • Teachers are to complete this rubric through a process of self-reflection. If a teacher receives a score of 100 points or more, he or she meets the subject matter competency of NCLB.

  • Instructions for Completing the Arizona Highly Qualified Rubric: These instructions will assist a teacher in the completion of both forms. We have also included a Glossary of Terms as they relate to NCLB to assist principals and teachers. Please note that if a teacher meets the criteria outlined on the first page, they do not need to move to the Rubric. Once a teacher has completed these forms, he or she submits the signed first page, along with the rubric (if necessary) to the building administrator. It is important to note that if a teacher at the middle and high school level teaches multiple subjects, this process must be completed for each subject.

  • Frequently Asked Questions: As we have shared this material with teachers, administrators, and other educational professionals, several questions have come up. We have attempted to answer and clarify those questions within the documentation. However, we have also included some of the most frequently asked questions.

  • Arizona Highly Qualified Teachers Verification of Compliance: This form is the only one that building principals need to complete and submit to their district office. Each school needs to retain a copy of this form along with copies of the individual teacher’s signed attestations in the school office. Individual schools will submit only the Verification of Compliance to the district office. These records will be made available to the public upon request.

  • Sample Letters to Parents: Newly hired teachers working in Title I schools, or who work in a program supported by Title I Part A funds must be "highly qualified" at the start of the 2003-2004 school year. Parents must be notified if a teacher who does not currently meet the NCLB "highly qualified" requirements has taught their children for a period of four or more consecutive weeks. These sample letters may be adapted for each school’s needs.

  • Sample Notice to Parents: Parents of students attending a school that receives Title I funds must be notified on an annual basis of their right to request information on the qualifications of their student’s classroom teacher. This includes whether the teacher has met state qualifications and licensing criteria for the grades and subjects taught; whether the teacher is teaching under an emergency certificate; information on the teacher’s degree major and the field discipline of the certification or degree; whether the child receives services from paraprofessionals and, if so, their qualifications. This sample notification may be used to accommodate this requirement if you so desire.

    •

    We want teachers who teach Arizona’s children to have the necessary depth of knowledge to help children develop deep and meaningful understandings. Children are inspired to learn by teachers who are passionate about the content and who engage their students in active inquiry and exploration. Teachers with an in-depth knowledge of content are better able to make the critical instructional decisions that high quality teaching and learning demand. To this end, we want to assist districts and schools in providing on-going professional development in the areas of effective teaching strategies and data driven decision-making in the content areas in which teachers are working.

    While the Arizona Department of Education needs to ensure compliance, our number one goal will always be that of service. In the next few months we will be working with the various organizations to provide regional presentations on these materials. In the meantime, should you have any questions or concerns you may contact me at 602.364.2294 or at kwiebke@ade.az.gov.

    Attachments

    ATTACHMENT D

    Third Annual
    Arizona Professional Development
    Leadership Academy Summit

    Pathways to Progress:

    Guiding Powerful

    Professional Development

    Summit June 22-24, 2004

    Summit Team Planning Sessions June 21& 25, 2004

    Sponsored by the
    Professional Development Leadership Academy
    Arizona Department of Education
    Radisson Resort Scottsdale

    Professional Development Leadership Academy

    The Arizona Department of Education
    Tom Horne
    Superintendent of Public Instruction

    Invitation to Professional Development Teams

    Arizona’s Professional Development Leadership Academy is sponsoring the Third Annual Summit. The Summit will

    be held June 22-24, 2004. Because of your team’s continued commitment to increasing student achievement

    through quality professional development, the Professional Development Leadership Academy (PDLA) invites you

    to participate in this important event.

    The mission of PDLA is to launch a statewide system of strategic professional development in collaboration with

    educational stakeholders by promoting broad-based, knowledgeable, and skillful leadership. PDLA began in 2000

    with educators representing PreK-12, parents and community members, institutions of higher education, Arizona

    Department of Education and other educational organizations. During the 2002 school year, district and county

    professional development teams were created to extend their knowledge and skill in planning, implementing and

    evaluating effective professional development.

    In the light of its mission, the PDLA prioritizes the continued development of the established teams formed at the

    2002 Summit and the new teams formed in August 2003.

    The Purpose of the Summit

    The quality and effectiveness of professional development planning, implementation and evaluation will guide the

    content of the sessions at the Third Annual Summit Pathways to Progress: Guiding Powerful Professional Development.

    The sessions on Tuesday, June 22 focus on the challenges of understanding and implementing professional

    development and school improvement change. Focus sessions on Wednesday and Thursday, June 23 & 24 provide

    an opportunity for teams to extend their knowledge and application of skills as applied to process, content and

    context while meeting National Staff Development Standards. In addition, sessions are provided at varied levels of

    change: initiation, implementation, and institutionalization. Teams will increase capacity through new knowledge,

    skill development and application to their own work. The 2004 Summit will also provide PDLA teams the

    opportunity to work together to apply their learning about professional development during the Team planning

    sessions on Monday and Friday, June 21 & 25.

    Summit Outcomes for Teams:

    • Increase knowledge, skills, attitudes and behaviors related to implementing effective professional

    development in the context of school improvement

    • Develop an understanding of change theory

    • Continue to refine or create professional development plans

    • Develop or refine collaboration and team work skills

    Program Objectives:

    • Develop new relationships and collaborative partnerships

    • Increase determination to improve academic achievement for all students

    • Motivate teams to share new skills, knowledge, and attitudes with others not in attendance at the Summit

    Pathways to Progress: Guiding Powerful Professional Development

    Tentative Agenda

    Monday, June 21, 2004 9:00-3:00 Team Planning Session

    Tuesday, June 22, 2004 8:30-9:00 Registration and Name Tag activity

    9:00-10:00 Pathways to Change

    10:00-10:15 Break

    10:15-12:00 Planning Powerful Professional Development: Teams with plans to conference

    with coaches. Teams without plans to PD Guide Presentation

    12:00-1:00 Lunch Provided

    1:00-1:45 Charting the Road to Progress: Expectations & the Big Picture

    1:45-3:15 Change Game

    3:15-3:30 Break

    3:30-5:00 Change Game Continued

    5:00 Dinner on your own

    Wednesday, June 23, 2004 8:30-11:30 Focus Sessions

    • Creating Innovation Configurations

    • Using Data: Digging Deeper

    • Group Facilitation: Getting to Action

    • Standards in Practice

    • Team Planning with Coaches

    11:30-12:30 Lunch

    12:30-3:30 Focus Sessions

    • Professional Learning Communities: Leading and Learning Together

    Group Facilitation: Getting to Action Standards in Practice

    • Planning for Effective Professional Development Content

    • Team Planning with Coaches

    5:30 Wednesday Evening Social

    Thursday, June 24, 2004 8:30-11:30 Focus Sessions

    • Creating Innovation Configurations

    • Planning for Effective Professional Development Content

    • Using Data: Digging Deeper

    • Budgeting Blending and Resources

    • Team Planning with Coaches

    11:30-12:00 Closing and Evaluation

    12:00 Dismissal/Option to stay for lunch

    12:30-1:00 PDLA Summit Team Debriefing

    Friday, June 25, 2004 9:00-3:00 Team Planning Session

    SHEA BLVD.

    MOCKINGBIRD LANE

    LINCOLN DR.

    MC DONLD DR.

    INDIAN BEND ROAD

    McCORMICK RANCH

    GOLF COURSE

    SCOTTSDALE ROAD

    Directions: Take Route 202 East approximately four miles. Take Loop 101

    North and travel seven miles, exiting at Indian Bend Road. Turn left (west)

    on Indian Bend and continue about two miles to Scottsdale Road. Turn

    right (north) on Scottsdale, then immediately turn right into the Radisson

    drive (just past the Seville Shopping Center), Allow approximately 20-30

    minutes drive time.

    Radisson Resort & Spa Scottsdale

    7171 North Scottsdale Road • Scottsdale, AZ 85253

    (480) 991-3800

    Registration Form

    All registrations are due by June 3, 2004 to Julie Gasaway at 1535 W. Jefferson, Bin 4 Phoenix, AZ 85007. You may

    also fax the registrations to 602-364-1115.

    All housing is at Radisson Resort & Spa Scottsdale

    Registration Fee: ___ Monday: $30.00

    ___ Tuesday-Thursday: $100.00

    ___ Friday: $30.00

    Please make checks or purchase orders payable to the Arizona Department of Education/Exceptional Student

    Services, due no later than June 3, 2004.

    Send to: Julie Gasaway

    1535 W. Jefferson, Bin 4

    Phoenix, AZ 85007

    Team Name: __________________________________________________________________________________

    Contact Person: _______________________________________________________________________________

    Address (including city, state, zip): _______________________________________________________________

    Phone: ____________________ Fax: ___________________ E-mail: __________________________________

    Date(s) Arriving: ______________________________________________

    Team Members

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    Name: __________________________________________

    Address: _________________________________________

    Phone: __________________________________________

    Fax: ____________________________________________

    E-mail: __________________________________________

    The contents of this publication were partially developed with funds by the U.S. Department of Education under

    Individuals with Disabilities Act P.L. 105-17. These contents do not necessarily represent the policy of the agency,

    nor should endorsement by the Federal Government be assumed.

    The Arizona Department of Education, a state educational agency, is an equal opportunity employer and affirms

    that it does not discriminate on the basis of race, religion, color, national origin, age, sex, or handicapping condition.

    Printed in Phoenix, AZ by the Arizona Department of Education. Copies: 300 Total Cost: $396.52 Unit Cost: $1.32, Date: 5/04