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Who is a Highly Qualified Special Ed Teacher
What do Highly Qualified Teachers teach
Who is a Highly Qualified Paraprofessional
Should I be notified about Highly Qualified Teachers
Highly Qualified ResourcesThe term “highly qualified teacher” was introduced as part of the No Child Left Behind (NCLB) legislation in 2001. As you may already know, NCLB is the educational reform law designed to hold schools accountable for the performance of all students, especially those considered “disadvantaged” and struggling to learn. One way NCLB seeks to raise student achievement across the board is to set “highly qualified” standards for all public school teachers in every state.
The definition of a “highly qualified teacher” is found in Title 1, Part A of NCLB. To meet the highly qualified standard, all public school teachers teaching a core academic subject must:
- Hold a bachelor’s degree (or higher);
- Have obtained full state teaching certification; and
- Demonstrate subject competency in the core academic subject(s) they teach.
Do special education teachers have to be “highly qualified”?
Yes! When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, lawmakers adopted the term “highly qualified” to apply not only to general education teachers but to special education teachers as well.
To be considered “highly qualified” under IDEA, public school special education teachers must:
- Hold a bachelor’s degree (or higher);
- Have obtained full state teaching certification, including appropriate special education certification; and
- Demonstrate subject competency in the core academic subjects they teach.
In addition, they must not have had special education certification or licensure requirement waived on an emergency, temporary, or provisional basis.
It is important to note that the “highly qualified” requirements for special education teachers listed above apply only to those who are considered a student’s “teacher of record” in a core academic subject. A teacher of record is one who oversees assignments, assessments and grading. If the special education teacher’s role is not the teacher of record in the core academic subject and is strictly consultative or supportive (i.e., provides behavioral supports, assists in implementing classroom accommodations, reinforces instruction, etc.), then he or she is not required to demonstrate subject matter competency in order to be “highly qualified.”
The law leaves it up to the state to determine how teachers demonstrate competency in the core subjects they teach. In Texas, criteria for demonstrating subject matter competency depends on a number of factors, such as whether the teacher is new or experienced; teaches at the primary or secondary level; or teaches to alternative achievement standards.
Depending on where they fit under these general categories, special education teachers in Texas are required to pass state-developed certification exams or (for secondary teachers) have a graduate degree, academic major, or coursework equivalency in the core subjects they teach. Special education teachers teaching to alternative achievement standards must be “highly qualified” at the level of the core academic subjects they teach (for example, a teacher whose high school students take an alternate assessment at the elementary school level must demonstrate subject matter competency on only the elementary level, not the secondary level.)
All of this can be a bit complex and confusing to parents. If you want more detailed information on how Texas determines “highly qualified” status for special education teachers and the state assessments required to demonstrate subject matter competency, click on the following:
Determining “Highly Qualified” Status: Special Education Elementary Teacher (PK-6th)
Determining “Highly Qualified” Status: Secondary Special Education Teacher (7-12)
Are there standards for “Highly Qualified” Paraprofessionals?
NCLB also addresses “highly qualified” paraprofessionals, including those who work with special education students. Paraprofessionals who perform instructional duties in any Title I, Part A program must have:
- Completed at least two years of study at an institution of higher education [defined as completion of 48 semester hours (or equivalent trimester hours) of college coursework or an applicable number of semester hours as defined by the institution of higher education attended, whichever is less]; or
- Obtained an associate’s degree (or higher); or
- Met a rigorous standard of quality and can demonstrate, through a formal state or local assessment either:
- Knowledge of and the ability to assist in instructing reading, writing, and mathematics; or
- Knowledge of and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate.
“Highly qualified” requirements for a paraprofessional who works with special education students depends upon his or her duties:
- If someone working with special education students does NOT provide any instructional support (such as one who solely provides personal care services), that person is not considered a paraprofessional under Title I, Part A, and is not subject to “highly qualified” requirements. Paraprofessionals who provide instructional support should not be providing direct instruction or introducing students to new skills, concepts or academic content. They provide support under the supervision of a highly qualified teacher.
- If a person works in a Title I targeted assistance program, has instructional support duties in a core academic subject area, and is paid, in whole or part, with Title I, Part A funds, the “highly qualified” requirements apply. If the person is not paid with Title I, Part A funds, however, the requirements do not apply.
- If a person works in a Title I schoolwide program and has instructional support duties in a core academic subject area, the “highly qualified” requirements apply without regard to the source of funding that supports the position.
Parents of children attending Title I schools must be notified by the school if their child is being taught in core academic subject areas by a teacher who does not meet “highly qualified” requirements. It is also a parent’s right to request information regarding the credentials of their child’s teachers.
All requests should be submitted in writing to the school’s principal. Your letter should be courteous and professional, and list specifically what information you are seeking, such as:
- Does my child’s teacher hold a bachelor’s degree or higher?
- Has my child’s teacher received state certification in special education?
- How has my child’s teacher demonstrated subject competency in ________ (core academic subject/subjects)?
If you feel that you have not received proper notification, you may contact your NCLB Regional Communications Office for guidance.
Highly Qualified Teachers and Special Education - Guidance for the Implementation of NCLB Highly Qualified Teacher Requirements for Special Education Teachers (Jan. 2011)
Guidance for the Implementation of NCLB Highly Qualified Teacher Requirements (Sept. 2010)
Requirements for Highly Qualified Professionals
Requirements for Highly Qualified ParaProfessionals
Requirements for Educational Aides I, II, III
The Legal Framework for the Child-Centered Special Education Process: Highly Qualified Teachers
Other Helpful Resources:
U.S. Dept. of Education: Q and A: Questions and Answers On Highly Qualified Teachers Serving Children with Disabilities
NICHCY: IDEA’s Definition of “Highly Qualified”
State Board For Educator Certification – Official Record of Educator Certificates
Guidance on Paraprofessionals from the U.S. Department of Education
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