 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
 | Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| IA | Adopted 12/2006 | P-12 | Adds a testing requirement for individuals who apply for licensureafter completing a teacher education program at a non-Iowa institution. IOWA 4607
Title: IAC 282-14.103(272), 14.103(1), 14.103(2), 282- 14.115(272),14.120(1)
Source: Lexis-Nexis/StateNet
| |
| ID | 11/01/2006 Pending Legislative Review 10/2006 | P-12 | Modifies teacher certification requirements to make it easier for teachers certified outside of Idaho meet the state's highly qualified teacher requirements for purposes of the No Child Left Behind (NCLB) Act. (pages 44-48 of 159)
Amends teacher certification requirements for teachers of K-12 bilingual education, English as a New Language, grades 6-12 Health, 6-12 and K-12 Physical Education. Amends principal and superintendent certification provisions to require all administrator certificate candidates to meet specific competencies of the Idaho
Foundation Standards for School Administrators. (pages 51-58 of 159)
Incorporates state content standards by reference rather than placing them in administrative rule. (pages 59-91 of 159)
http://adm.idaho.gov/adminrules/bulletin/bul/06jun.pdf
Title: IDAPA 08.02.03
Source: adm.idaho.gov
| |
| LA | Adopted 10/2006 | P-12 | The first update in many years. Identifies all certification guidelines for Louisiana school employees and administrators. Pages 1-52 of 133: http://www.doa.louisiana.gov/osr/reg/0610/0610RUL.pdf
Title: LAC 28:CXXXI.Chapters 1-10 (Bulletin 746)
Source: www.doa.louisiana.gov/
| |
| NH | Rule Adoption 10/2006 | P-12 | Clarifies competencies for all elementary teachers and increases emphasis on the content areas of language arts, mathematics, social studies and science for the purpose of insuring that elementary teachers certified in the state have the competencies in the content areas that are covered under the NCLB highly qualified teacher requirements.
http://www.ed.state.nh.us/education/laws/ElementaryEdEnglishLanguageArtsSocialStudiesMiddleSchools.htm
Title: Ed 507, Ed 612
Source: http://www.ed.state.nh.us
| |
| IL | Adopted 09/2006 | P-12 | New section (p 243 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) institutes a requirement that districts electronically report information used in determining whether teachers can be considered "highly qualified"
for their assignments in the core academic subject areas.
New section 1.242 (p 244 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) conveys the due process requirements that are applicable when districts elect to deny enrollment to high school students for failure to maintain academic or attendance standards, as permitted by Public Act 93-803.
Sections 1.420 and 1.430 (pp 244-254 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) have been updated to acknowledge that, under Public Act 94-198, physical education is not required daily in cases of block scheduling.
Language has been inserted into Section 1.720 (pp 254-258 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) to clarify the long-standing policy that the "major field of teaching assignment" is the one in which a (middle-grades) teacher spends
the most time and is thus the field in which the teacher is generally required to have 18 semester hours of credit.
Title: 23 IAC 1.77, .242, .420, .430, .720
Source: www.cyberdriveillinois.com
| |
| WV | Rule Adoption 08/2006 | P-12 | Amends rules regarding performance evaluations of school personnel by requiring teachers with at least 5 years experience and no unsatisfactory evaluations for at least a period of 3 years to be evaluated only when the principal determines it to be necessary or or when a teacher exercises the option of being evaluated at more frequent intervals; also, incorporates the No Child Left Behind High Objective Uniform State Standard of Evaluation (HOUSSE) as an optional method of documenting subject matter competency in a core academic subject(s) for a teacher in order to meet the definition of highly qualified teacher. http://www.wvsos.com/csrdocs/pdfdocs/126-142.pdf
Title: Title 126, Series 142
Source: http://www.wvsos.com/csr/rules.asp?Agency=Education
| |
| NH | Emergency Rule Adoption 07/2006 | P-12 | Relates to eligibility requirements for highly qualified teachers. New Hampshire 6389
http://www.ed.state.nh.us/education/laws/StatementofEligibilityHighlyQualifiedTeachers.htm
Title: Ed 501.02, 508.06(c), 513.03
Source: http://www.ed.state.nh.us
| |
| AZ | Signed into law 06/2006 | P-12
Postsec. | Relates to the alternative teacher development program for placing highly qualified teachers into low income schools; provides for a matching grant to a nonprofit providing alternative teacher recruitment and placing; relates to public schools; requires demographic data concerning the aggregate composition of students in classrooms served by teachers placed by the service provider; provides for an evaluation of achievement gains; provides for public records.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1184s.pdf
Title: S.B. 1184
Source: Arizona Legislature
| |
| CA | Rule Adoption 06/2006 | P-12 | Adopts rules relating to rural flexibility and the No Child Left Behind Teacher requirements. Implements new timelines for middle and high schoolteachers employed by SRSA program schools to allow additional time for achieving NCLB highly qualified teacher certification. CALIFORNIA 17257
http://weblinks.westlaw.com/Find/Default.wl?DB=CA%2DADC%2DTOC%3BADCCATOC&DocName=5CAADCS6113&FindType=W&AP=&fn=_top&rs=WEBL6.06&vr=2.0&spa=CCR-1000&trailtype=26
Title: Title 5 CCR Section 6110, 6112, 6113
Source: California Regulations
| |
| FL | Signed into law 05/2006 | P-12 | The Legislature finds disparities between teachers assigned to teach in a majority of "A" graded schools and teachers assigned to teach in a majority of "F" graded schools. The disparities can be found in the average years of experience, the median salary, and the performance of the teachers on teacher certification examinations. It is the intent of the Legislature that district school boards have flexibility through the collective bargaining process to assign teachers more equitably across the schools in the district.
School districts may not assign a higher percentage than the school district average of first-time teachers, temporarily certified teachers, teachers in need of improvement, or out-of-field teachers to schools with above the school district average of minority and economically disadvantaged students or schools that are graded "D" or "F." Each school district must annually certify to the Commissioner of Education that this requirement has been met. If the commissioner determines that a school district is not in compliance, the State
Board of Education will be notified and take action.
INCENTIVES District school boards are authorized to provide salary incentives to meet this requirement. A district school board may not sign a collective bargaining agreement that precludes the school district from providing sufficient incentives to meet this requirement.
Schools graded "D" or "F" must annually report their teacher-retention rate. Included in this report shall be reasons listed for leaving by each teacher who left the school for any reason.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 57)
Source: Florida Legislature
| |
| ID | Adopted 04/2006 | P-12 | Recommends Idaho teachers be highly qualified by end of 2005-2006 school year. http://adm.idaho.gov/adminrules/bulletin/bul/06apr.pdf (page 15 of 111)
Title: IDAPA 08.02.02
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 04/2006 | P-12 | Establishes procedures for hospital/homebound instruction for a student who is enrolled in regular or special education and who, as a result of health care treatment, physical illness, accident, or the treatment thereof, is temporarily unable to attend school. http://www.doa.state.la.us/osr/reg/0604/0604RUL.pdf
Title: LAC 28:CXV.1103
Source: Lexis-Nexis/StateNet, www.doa.state.la.us
| |
| ND | Adopted 04/2006 | P-12 | Amends administrative rules pertainingto credentials for Title I coordinator, library media, special education director, special education strategist, and reconfiguration ofinstructional days, high school summer school payments, and entrance standards or high school, elementary and kindergarten students. Special education Director Credential (Ch. 67-11-08): http://www.dpi.state.nd.us/resource/rules/proposed/67-11-08.pdf
Paraprofessionals (sec. 67-11-14-05) : http://www.dpi.state.nd.us/resource/rules/proposed/67-11-14.pdf
Special education strategist credential (sec. 67-11-16-03): http://www.dpi.state.nd.us/resource/rules/proposed/67-11-16.pdf
*** Accreditation procedures ( Ch. 67-19-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-19-01.pdf
High school summer school, cooperative programs (67-2-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-20.pdf
Corrective action procedures (67-22-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-22-01.pdf
Elementary summer school (67-24-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-24.pdf
Title: NDAC 67-11-01-01, thru 01-07.1 non-seq, 67-15-02-01 thru 02-07non-seq, 67-19-01-01 thru 01-43 non-seq, 67-20-01-01 thru 01-08, 67-22-01-01thru 01-03, 67- 24-01 thru -01-07
Source: Lexis-Nexis/StateNet
| |
| OH | Adopted 04/2006 | P-12 | A one-year supplemental teaching license, renewable two times, shall be issued at the request of the superintendent of a city, educational service center, local, exempted
village, non public, or joint vocational school district to an individual who is deemed to be of good moral character and who evidences completion of specified requirments.
http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-14_PH_FF_N_RU_20060412_1016.pdf
Title: OAC 3301-24-14
Source: http://www.registerofohio.state.oh.us/
| |
| UT | Adopted 04/2006 | P-12 | Provides definitions in the NCLB (No Child Left Behind).
http://www.rules.utah.gov/publicat/code/r277/r277-510.htm
Title: R277-510
Source: http://www.rules.utah.gov
| |
| IN | Signed into law 03/2006 | P-12 | Allows the governing body of a school corporation or an accredited nonpublic school to hire an individual who is in the process of obtaining a teacher's license under the transition to teaching program, if the individual is obtaining a license in a subject area, or will be teaching in a school that is located in geographic area in which there is an insufficient supply of licensed teachers. http://www.in.gov/legislative/bills/2006/SE/SE0172.1.html
Title: S.B. 172
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 03/2006 | P-12 | Enacts the Education Reform Act of 2006. Section 3 provides that a teacher from any state meeting the federal standard for a highly qualified teacher is eligible for a standard license in Mississippi.
http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm
Title: S.B. 2602
Source: http://billstatus.ls.state.ms.us/
| |
| NM | Adopted 03/2006 | P-12 | Relates to entry level licensure requirements for history, geography, economics, civics and government teachers K-12. Requires passage of content area assessment for endorsement.
http://www.nmcpr.state.nm.us/nmregister/xvii/xvii04/6.64.6amend.pdf
Title: 6.64.6 NMAC
Source: http://www.nmcpr.state.nm.us
| |
| OH | Adopted 03/2006 | P-12 | Provides rules for temporary licenses. Deletes a number of provisions that allowed temporary licenses to be issued in certain areas of teaching. Retains others. OHIO 12584
http://www.registerofohio.state.oh.us/pdfs/3301/0/23/3301-23-44_PH_FF_A_RU_20060314_1326.pdf
Title: OAC 3301-23-44
Source: http://www.registerofohio.state.oh.us
| |
| AK | Adopted 02/2006 | P-12 | Amends rules to the Department of Education and Early Development, dealing with setting out qualifications for special education teachers to meet highly qualified status under the No Child Left Behind Act. Requires school districts to ensure that special education teachers employed by the district meet highly qualified teacher status. Sets requirements for teachers and school districts regarding highly qualified status for special education teachers.
Title: 4 AAC 04.210(j), (k)
Source: Lexis-Nexis/StateNew
| |
| IL | Adopted 02/2006 | P-12 | Clarifies rules regarding criteria by which teachers may be identified as "highly qualified" in the core academic subject areas. Bars individuals serving on
special education teaching approval or short-term emergency certification in special education or teachers holding transitional bilingual certificates (unless they have passed the content-area test for the core academic subject taught) from being considered "highly qualified". Gives latitude to rural teachers and special education teachers who are new to the profession and who are "highly qualified" in one core academic subject.
Page 90-125 of 1528: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue10.pdf
Title: 23 IAC 25 Appendix D
Source: Lexis-Nexis/StateNet, www.cyberdriveillinois.com
| |
| OR | Adopted 02/2006 | P-12 | To be eligible for an Approved NCLB Alternative Route License, the applicant must:
(a) Hold a bachelor's degree; (b) Demonstrate core academic subject matter competency by: (A) Passing the TSPC approved rigorous state test required for the grade-level and subject-matter area; or (B) Holding an undergraduate major or coursework equivalent in the core academic subject in the teaching area (does not apply to elementary authorizations); or (C) Holding a graduate degree in the core academic subject in the teaching area (does not apply to elementary authorizations). Per federal law:
(a) Teachers on the Approved NCLB Alternative Route Teaching License are considered highly qualified for only three years; and (b) The license is not renewable and is not eligible for any extension. Teachers who have taught on a Restricted Transitional License for one-year or less, upon application with a district may be eligible for the Approved NCLB Alternative Route Teaching License provided the requirements of section (8)(a) and (b) of this rule are met.
Makes changes regarding Highly Qualified Teachers, the High ObjectiveUniform State Standard of Evaluation (HOUSSE) standards, and No Child Left Behind to meet federal requirements. Teachers new to the profession teaching core academic subjects in grades seven (7) and eight (8) in an Oregon middle or junior high school must meet the following criteria in order to meet the federal definition of "highly qualified teacher." The teacher must:
(1) Hold a Basic, Initial, Approved NCLB Alternative Route Teaching License or Preliminary Teaching License in any one of the core academic areas and satisfy one of the following: (a) Pass a rigorous state exam in the core academic subject matter area; or (b) Hold an undergraduate major in the subject core academic matter area; or (c) Hold a graduate degree in the core academic subject matter area; or (d) Complete coursework equivalent to an undergraduate majoring the core academic subject; and (e) Be properly assigned in the core academic subject matter area in grades seven (7) or eight (8).
(2) Teachers on an approved conditional assignment permit for any core academic subject are not considered highly qualified under any circumstances. Similar provisions apply to teachers not new to the profession.
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_100.html
Title: OAR 584-100-0038
Source: http://arcweb.sos.state.or.us
| |
| TX | Adopted 02/2006 | P-12 | Addresses certificates for career and technology education. Requires experience and preparation in a skill area and languages other than english. Provides for the issuance of new categories of classroom teaching certificates beginning on September 1, 2005.Similar section (19 TAC 7.233.233.4) affects mathematics/physical science/engineering and chemistry.
Title: 19 TAC 7.233.233.3, .8, .10, .12, .14, .15
Source: Lexis-Nexis
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| VA | Signed into law 02/2006 | P-12 | Revises statutes governing teacher licensure regulations and regulation of teacher education programs by repealing the current statutes and reenacting teacher licensure and teacher education program provisions. The bill provides that the Board of Education (BOE) must prescribe, by regulation, the requirements for licensure of teachers and other school personnel. The Board's regulations must include requirements that a person seeking initial licensure complete professional assessments prescribed by the Board and complete study in attention deficit disorder, gifted education, and family involvement in student learning. In addition, every person seeking initial licensure or licensure by renewal must demonstrate proficiency in the use of educational technology and receive professional development in instructional methods promoting student academic progress and Standards of Learning assessments. Persons seeking initial licensure or first-time licensure renewal must complete
prescribed study in child abuse. The Board's regulations may provide for provisional licensure valid for up to three years.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0349
Title: H.B. 1057
Source: http://leg1.state.va.us/
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| OH | Adopted 01/2006 | P-12 | Rescinds rules relating to endorsement and validation of certificates for teaching, and requirements for certificate renewal.
Title: OAC 3301-23-20 thru -22
Source: Lexis-Nexis/StateNet
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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