Part A
Teachers Subject to the NCLB
CHANGES TO EXISTING ITEMS |
| A4. |
What are examples of classes whose teachers are
subject to the NCLB? |
NEW ITEM |
| A7. |
Does the NCLB apply to teachers who only supplement
or enrich instruction provided by another teacher with primary
responsibility for instruction in a core academic subject?
|
Part B
Deadlines for Being a “Highly Qualified” Teacher
NEW ITEM |
| B4. |
Do teachers of multiple core academic subjects who are employed by "eligible rural LEAs" have extended deadlines for
meeting the NCLB definition of "highly qualified?"
|
Part C
Definitions of “Highly Qualified” Teachers
NEW ITEMS |
| C9. |
What is the "effective date" of a teaching
certificate? |
| C10. |
What State certification requirements must a teacher meet to be "certified"
for a teaching assignment in a core academic subject?
|
| C11. |
Can a teacher be deemed certified for "incidental teaching" that exceeds five classroom hours per week
in a block schedule?
|
| C12. |
Can a teacher use the Multi-Subject Content Specialty Test to demonstrate subject matter competency
in all the core academic subjects covered by that test?
|
| C13. |
May employers limit the options that teachers of core academic subjects use to demonstrate
their subject matter competency?
|
| C14. |
Can a public school employer change NCLB standards for being a "highly
qualified" teacher?
|
| C15. |
Who is responsible for determining whether a teacher meets the NCLB
definition of "highly qualified?"
|
| C16. |
Is there a tool that LEAs can use to decide whether its teachers meet the NCLB
definition of "highly qualified?"
|
| C17. |
Does New York State have reciprocity with other states for being a
"highly qualified" teacher?
|
| C18. |
What additional qualifications are required for teachers supported with NCLB
Title III funds?
|
Part D
Applying the “Highly Qualified” Definitions to Specific Circumstances
CHANGES TO EXISTING ITEMS |
| D1. |
What definition of "highly qualified" applies to classes of English as a
second language?
|
| D2. |
What definition of "highly qualified" applies to special education
teachers?
|
| D4. |
What definition of "highly qualified" applies to teachers of science
classes in grades 7 through 12?
|
| NEW ITEMS |
| D8. |
What definition of "highly qualified" applies to a teacher of students
with disabilities in a special class?
|
| D9. |
When a Career and Technical Education (CTE) teacher uses the
Collaborative Teaching Model, how do the NCLB’s parents’ right to know and
reporting requirements apply?
|
Part E
Parents' Right to Know
NEW ITEMS |
| E4. |
When must an LEA provide notice to parents that a teacher who is not
"highly qualified" is teaching a core academic subject to their children?
|
| E5. |
Must LEA notices to parents inform parents about how to obtain
information to which they are entitled?
|
| E6. |
How can parents resolve complaints about an LEA’s compliance with the
NCLB’s parents’ right to know provisions?
|
Part F
Professional Development for Teachers
NO CHANGES
|
Part G
Accountability, Reporting and Records
NEW ITEMS |
| G9. |
What are the consequences if LEAs or the State fail to meet the NCLB’s
deadlines for "highly qualified" teachers?
|
| NEW APPENDIX Appendix G
Flow Charts for Determining Whether a Teacher Meets the NCLB Definition of
"Highly Qualified"
|
| Flow Chart G-1: Does the NCLB apply
to a teaching assignment? |
|
Flow Chart G-2: Does a teacher meet the NCLB definition of "highly
qualified" for an "elementary" teaching assignment?
|
| Flow Chart G-3: Does a teacher meet
the NCLB definition of "highly qualified" for a "middle/secondary" teaching
assignment in a core academic subject? |
