No Child Left Behind (NCLB) requires that all core subject teachers must be highly qualified by 2005-06. Not sure how this will affect you? Find out more and use this step-by-step guide to find the money you need for the knowledge you need!
In January 2002, President George Bush signed the NCLB Act into law. Since then states, districts, and schools have been working to meet the tough accountability requirements set forth in the new law.
NCLB requires all teachers of core subject areas—which include science teachers—must be highly qualified by the end of the 2005-06 school year. To be deemed highly qualified, teachers must have: 1) a bachelor's degree, 2) full state certification or licensure, and 3) prove that they know each subject they teach.
Middle level and high school teachers must prove that they know each subject they teach with: 1) a major in the subject they teach, 2) credits equivalent to a major in the subject, 3) passage of a state-developed test, 4) a High Objective Uniform State Standard of Evaluation, known as HOUSSE (for current teachers only), 5) an advanced certification from the state, or 6) a graduate degree.
The high, objective state standards of evaluation—or HOUSSE—currently being developed in most states generally include a matrix which uses a point system for categories that take into consideration a teacher’s years of experience, coursework, professional development experiences, services to the profession, awards recognition, and publications. Many state HOUSSE programs are also relying on existing performance evaluations, teacher portfolios, and student achievement data. (To find out more about what your state requires for the HOUSSE, visit your state department of education website, or go to http://www.ecs.org).
Why is professional development important?
Quality professional development is a key component of the NCLB Act and professional development is now a part of most state HOUSSE plans. NCLB also requires that states and districts must increase the number of teachers receiving professional development. To meet the intent of the law, districts and schools must ensure that quality professional development for science educators is an important part of every school’s improvement plan. With that in mind, administrators and teachers should ensure that participation in an NSTA fall convention is an important part of every science teacher’s professional development experience.
NSTA’s area— and national—conventions can help you fill in content knowledge gaps, keep up with the latest scientific developments, and learn the best techniques for ensuring that your students actually learn the science you teach.
But due to the changes brought on by NCLB, the familiar funding streams for science teacher training may have changed. Math and reading are the primary focus for many districts today, and many teachers of science are finding it harder to find the available federal, state, or local grants they want for the training they need.
Here are some ideas to consider when looking for funding:
Start early looking for funds—in fact, start now! Under the new system, it takes time to find out where the funds are, what they’ll pay for, and who makes the decisions. It’s also important—and time-consuming—to get qualified substitute teachers lined up. So the sooner you start, the better.
Find out who handles professional development decisions in your school and your district. Start by asking your own department chair. At the same time, learn from your principal, district science supervisor, school/district instructional leader, or superintendent’s office which decision-makers handle available grants, federal or otherwise. (You can also learn more funding details at http://www.nsta.org/convtips. )
Create an Individual Professional Development Plan—an essential part of getting funds from the district level. A successful Individual Professional Development Plan must include various opportunities to learn, practice, and enforce new behaviors, such as workshops and seminars, immersion into inquiry science, and mentoring and coaching. Learn specifics about how to write a persuasive plan from the Eisenhower National Clearinghouse website: http://www.enc.org/professional/guide. Personal professional development plans can also be used as part of your district’s Local Improvement Plan.
Be sure to include NSTA conventions in your Individual Professional Development Plan! The NSTA area conventions should be part of your sustainable professional development efforts. The intensive professional development opportunities focus on solid content in your subject area and research-based instructional strategies; the exhibits feature the latest curriculum materials, resources, and professional development opportunities; and conventions provide a unique opportunity for you to collaborate with your peers and other science education leaders.
Use NSTA’s online personal scheduler at http://www.nsta.org/main/conventions/schedule_select.php to browse the convention agendas and build your professional development plan from the content strands and full-day short courses offered, then go to your administrator with the plan in hand to seek the funding you need!