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Willa Spicer, Assistant Commissioner

Cathy Pine, Director Carol Albritton, Teacher Quality Coordinator

Office of Professional Standards, Licensing and Higher Education Collaboration

2009-2010 SURVEY RESULTS OF THE HIGHLY QUALIFIED

TEACHER INITIATIVESeptember 1, 2010

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No Child Left Behind Act – 2001The Highly Qualified Teacher

To satisfy the federal definition of Highly Qualified, teachers must: Have a Bachelor’s degree; Have valid state certification for which no requirements

have been waived (i.e., no emergency certificates); and Demonstrate content expertise in the core academic

subject(s) they teach through federal criteria specified in NCLB

Note: HOUSE Matrix use ended for general education teachers on June 30, 2007 and for special education teachers on June 30, 2010.

HOUSE Matrix may be used by foreign teachers on short-term assignments.

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2009-2010 Highly Qualified Progress Report Fall 2009 Certificated Staff Report

99.8% of NJ teachers are highly qualified in the subjects they teach. The state has made significant progress toward ensuring that all teachers are highly qualified in the content they teach.

The gap between the number of classes taught by highly qualified teachers (HQT) in high poverty and low poverty schools has narrowed from 10% in 2004-2005 to 0.3% in 2009-2010.

Special education classes reflect the lowest percentage of highly qualified teachers.

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A Longitudinal Look

Classes taught by

highly qualified

teachers (percent)

2007

Classes taught by

highly qualified

teachers (percent)

2008

Classes taught by

highly qualified

teachers (percent)

2009

All Classes 98.7 99.7 99.9

High Poverty

96.8 99.1 99.7

Low Poverty

99.5 99.9 100.0

Gap 2.7 0.8 0.3

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Elementary Schools

High Schools

Number of

Teachers

%

HQ

Number of

Teachers

%

HQ

All Schools

58,988 99.9 25,654 99.7

High Poverty Schools

16,022 99.7 5,288 99.1

Low Poverty Schools

13,955 100.0 7,006 100.0

2009-2010 Highly Qualified Teacher Survey % Teachers Highly Qualified for

All Subjects Taught

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State Equity Plan—Strategies to Increase % of HQT and Ensure Equity

Alignment of licensure and HQT requirements; Improved data collection procedures; Out-of-field teaching and HQT compliance

monitoring; Recruitment and retention strategies; and Targeted technical assistance to identified districts.

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Targeted Improvement Plans

District HQT Improvement Plan must be submitted by districts failing to achieve 100% of classes taught by highly qualified teachers for two consecutive years.

An HQT Agreement with NJ DOE on the use of Title IIA professional development funds must be implemented for districts failing to meet both AYP and 100% HQT for three consecutive years.

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Federal Monitoring of NJ’s Title IIA Program, January 26-27, 2010

Monitoring visit included: Meetings with staff across divisions having responsibility

for Title IIA and Highly Qualified programs; Examination of documentation submitted by NJ DOE; Presentations by grantees in colleges providing professional

development support to high need districts; On-site visit to an urban school district; and Telephone conferences with two school districts.

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Federal Monitoring of New Jersey January 2010

Findings

SEA had one-year delay in implementing HQT Improvement Plans and HQT Agreements for Districts in Need of Improvement (DINIs). However, because SEA had implemented the necessary procedures in 2009, no further actions were required.

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Federal Monitoring of New Jersey January 2010

Commendation

"The State is commended for its cohesive and thoughtful leveraging, integrating and coordinating of professional development funds and resources to maximize its reach and impact on teachers and, ultimately, on student achievement. "

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New Jersey’s HQT Plan

Revised and resubmitted to U.S. Dept. of Education in 2010.

Will be updated annually and made publicly available.