No Child Left Behind Act of 2001 (NCLB)

After June 2006, they cannot teach such courses unless they either (1) are “highly qualified” for the core subjects they are teaching or (2) collaboratively plan and deliver the courses with a teacher who is “highly qualified” in the core subject using the collaborative teaching model.

The collaborative teaching model is required for CTE teachers who are not “highly qualified” in the core subject of a course subject to the NCLB.

• CTE teachers with a bachelor's degree who are in their first year of certification must use the collaborative teaching model for courses subject to the NCLB unless they demonstrate subject matter competency in the appropriate core subjects in one of the ways required by the NCLB other than the HOUSSE, which they are not permitted to use.

• CTE teachers with a bachelor's degree who are beyond their first year of certification must use the collaborative teaching model for courses subject to the NCLB unless they demonstrate subject matter competency in the appropriate core subjects in one of the ways required by the NCLB, including the HOUSSE.

• CTE teachers without a bachelor's degree must use the collaborative teaching model until they earn a bachelor's degree and demonstrate subject matter competency in the appropriate core subjects in one of the ways required by the NCLB, including the HOUSSE if they are beyond the first year of their first certification.

Starting in school year 2003-2004, the collaborative teaching model for planning and delivery of a course is required when:

• a certified CTE teacher is teaching a CTE course that is subject to the NCLB because it can be used for academic credit in a core subject; and
• the certified CTE teacher is not “highly qualified” in the core academic subjects taught in the course; and
• the certified CTE teacher is teaching in a program supported with Title I funds; and
• the certified CTE teacher was hired after the first day of class in school year 2002-2003.

• a certified CTE teacher is teaching a CTE course that is subject to the NCLB because it can be used for credit in a core academic subject; and
• the certified CTE teacher is not “highly qualified” for the core academic subjects taught in the course.

The collaborative teaching of CTE courses is based upon a set of criteria that are consistent, demonstrable and operate to the exclusion of school factors such as size, geographic location and type of career and technical education program offerings. In New York State, the following criteria for collaboratively teaching a specific CTE course must be met:

• involvement of at least one "highly qualified" teacher of the core academic subject and at least one certified CTE teacher;
  
• the course is based upon New York State-approved Learning Standards and is co-developed, as indicated through the preparation/completion of a curriculum "crosswalk" to those standards, by the core academic teacher(s) and the career and technical education teacher(s);
  
• the completion of a year plan (scope and sequence) for instructional delivery involving both the core academic teacher(s) and the CTE teacher(s);
  
• scheduled meetings throughout the school year of all teachers involved in collaborative teaching to discuss student progress toward achievement of the learning standards involved and for evaluation of individual student progress;
  
• completion of professional development activities involving a combination of the core academic subject and the CTE subject area to the satisfaction of the school building administrator;
  
• completion of an annual review by collaborating teachers of the CTE course/program and student achievements, and the development of suggestions for future program modification/improvement; and
  
• submission of an annual report by collaborating teachers to school district administration on factors of program success, planned program modification/improvement and student achievements.