Morgan County Schools
Bylaws & Policies
 

3120.01 - HIGHLY QUALIFIED TEACHERS

The No Child Left Behind Act of 2001 requires the Board of Education to have 100% of its core academic classes taught by highly qualified teachers by the end of the school year 2005-2006. The core academic subjects include the arts, reading/language arts, English, foreign language, mathematics, science, civics and government, economics, geography, and history. West Virginia defines the arts as dance, music, theatre, and visual art.

The Board shall adopt policies and the Superintendent shall develop administrative guidelines to meet this target. The Board shall also develop and implement a plan to achieve this goal in compliance with Title I and Title II legislation which will describe how this Board will meet the requirements of 1119 and describe the strategy to coordinate programs with Title II to provide professional development in accordance with 1119. The plan should be reflected in the Board's Five (5) Year Strategic Plan to support student learning and include, at a minimum, the following components:

 

A.

Analyze data and identify deficiencies. The plan should ensure data accuracy, identify problem areas and collect additional data.

   
 

1.

Ensure Data Accuracy

   
 

a.

communicate the necessity for accurate data to all staff who enter data

   
 

b.

verify course codes entered for classes

   
 

c.

verify teacher certification codes

   
 

d.

ensure that all of each teachers' certification codes are included

   
 

2.

Identify Problem Areas

   
 

a.

involve staff members from personnel, Title I, Title II, certification, WVEIS, principals, and other necessary staff in the data analysis

   
 

b.

review data for the County and also the individual schools (e.g. if the County data reveals that ninety-nine percent (99%) of the core classes are taught by highly qualified teachers, but one (1) school has only ninety-four (94%) of its classes taught by highly qualified teachers, the County plan should target that particular school

   
 

c.

review data for particular subjects and programmatic levels (e.g. mathematics may only have ninety-two percent (92%) of the classes taught by highly qualified teachers)

   
 

d.

review data for future retirements and subject areas (e.g. the County has three (3) chemistry teachers retiring within the next five (5) years Office of Professional Preparation has a document Educational Personnel Data Report that is published annually and may help)

   
 

e.

review data for potential transfers and/or deleted positions

   
 

f.

review teaching assignments of special education teachers

   
 

g.

review teaching assignments of K-8 certified teachers employed at the middle school level

   
 

h.

review the teaching assignments of teachers of English language learners

   
 

1)

Title III requires such teachers to have English proficiency

   
 

2)

a teacher who does not teach core subject must still meet this Title III requirement if s/he teachers English language learners

   
 

3)

in WV English language fluency is measured by holding teacher licensure

   
 

i.

draw specific conclusions from the data analysis

   
 

3.

Review Additional Data

   
 

identify gaps in data and collect any additional relevant information

   
 

B.

Examine recruiting, retaining, and retraining options to increase highly qualified teachers in core academic classes, and identify appropriate solutions

   
 

1.

Recruiting

   
 

a.

counsel bright students into field of teaching through elective options that allow for teacher-like experiences

   
 

b.

encourage teacher aides/paraprofessionals to become certified teachers

   
 

c.

develop a tuition reimbursement policy to utilize Title I and Title II funding to assist teacher aides, and paraprofessionals in completing the course work

   
 

d.

require "permit" teachers to become "highly qualified" as soon as possible or within a specified amount of time

   

e.

broaden recruiting efforts to reach a wider audience

   
 

f.

target institutions of higher education that specialize in the category of teacher for which the data indicates a need and systematically develop professional and personal relationships within those institutions

   
 

g.

change job postings for "hard to staff schools" to recruit highly qualified staff (e.g. includes duties or qualifications such as extra days for planning of professional development that would allow an increased number of days and thus increased salary utilizing Title II funding)

   
 

h.

change job postings to require skills to coach or lead a school in whole school reform

   
 

2.

Retaining

   
 

a.

develop supplemental mentoring and induction programs for new teachers based on best practices

   
 

b.

develop mentoring programs for teachers changing subjects and/or programmatic levels

   
 

c.

provide a means of teacher support through peer coaching/mentoring initiatives (Required for any Title I school identified for school improvement.) 1116(b)(3)(A)(x)

   
 

d.

develop and implement professional development plans that progress through the stages of awareness, developmental, transfer, and institutionalization over a period of three (3) to four (4) years

No Child Left Behind Act of 2001