Common use of ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS Clause in Contracts

ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS. A. A teacher hired before the first student attendance day of the 2004-05 school year who is required by the ESEA to be “highly qualified” (as defined by the ESEA and the Michigan Department of Education) for his teaching assignment and is not “highly qualified” for his teaching assignment shall, by the end of the 2005-06 school year, have elected and satisfied one of the options below for becoming “highly qualified”: 1. For elementary teachers: a. Passage of the Michigan Test for Teacher Certification (MTTC) general elementary examination and the examination for any subject area for which the teacher is endorsed and is teaching in grades 6-8. Individuals who hold the old K-8 “all subjects” designation on their elementary teaching certificate may elect to take and pass the MTTC subject area examination for each subject that he is assigned to teach in grades 6-8 if they do not hold a major in the subject, OR b. A graduate degree or coursework that is equivalent to an undergraduate major in any subject area directly related to elementary teaching, OR c. Achieve National Board Certification or credentialing in any subjects(s) at an appropriate developmental level(s), OR d. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience at the elementary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of eighteen (18) semester credit hours in a planned standards-based State Board of Education (SBE) approved endorsement program or a master’s or higher degree in an area appropriate for elementary education, OR e. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience and, (2) before the end of the 2005-06 school year, have completed an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-based performance assessment reflecting the entry-level standards for Michigan teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.) 2. For middle school and other secondary teachers: a. Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-12. Individuals who hold the old 7-8 “all subjects” designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he is assigned to teach in grades 7-8 if they do not hold a major in the subject(s), OR b. A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, OR c. Achieve National Board Certification or credentialing in the subjects(s) at an appropriate developmental level(s) that he teaches, OR d. As documented by the District’s School Improvement Team, have: (1) At least 3 years of teaching experience at the secondary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of 18 semester credit hours in a planned standards-based SBE-approved endorsement program or a master’s or higher degree in an area appropriate for secondary education, OR e. As documented by the District’s School Improvement Team, have: (1) At least 3 years of teaching experience and, (2) before the end of the 2005-06 school year complete an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-based performance assessment reflecting the Entry-Level Standards for Michigan Teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.)

ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS. A. A teacher hired before the first student attendance day of the 2004-05 2004−05 school year who is required by the ESEA to be “highly qualified” (as defined by the ESEA and the Michigan Department of Education) for his his/her teaching assignment and is not “highly qualified” for his his/her teaching assignment shall, by the end of the 2005-06 2006−07 school year, have elected and satisfied one of the options below for becoming “highly qualified”: 1. For elementary teachers: a. Passage of the Michigan Test for Teacher Certification (MTTC) general elementary examination and the examination for any subject area for which the teacher is endorsed and is teaching in grades 6-86−8. Individuals who hold the old K-8 K− 8 “all subjects” designation on their elementary teaching certificate may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 6-8 6−8 if they do not hold a major in the subject, OR b. A graduate degree or coursework that is equivalent to an undergraduate major in any subject area directly related to elementary teaching, OR c. Achieve National Board Certification or credentialing in any subjects(s) at an appropriate developmental level(s), OR d. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience at the elementary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of eighteen (18) semester credit hours in a planned standards-standards− based State Board of Education (SBE) approved endorsement program or a master’s or higher degree in an area appropriate for elementary education, OR e. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience and, (2) before the end of the 2005-06 2006−07 school year, have completed an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based standards−based (in accordance with the SBE-SBE− approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards− based performance assessment reflecting the entry-level entry−level standards for Michigan teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument standards must be submitted to the Michigan Department of Education for approval prior to implementation.) 2. For middle school and other secondary teachers: a. Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-127−12. Individuals who hold the old 7-8 7−8 “all subjects” designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 7-8 7−8 if they do not hold a major in the subject(s), OR b. A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, OR c. Achieve National Board Certification or credentialing in the subjects(s) at an appropriate developmental level(s) that he he/she teaches, OR d. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience at the secondary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of 18 semester credit hours in a planned standards-based SBE-standards−based SBE− approved endorsement program or a master’s or higher degree in an area appropriate for secondary education, OR e. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience and, (2) before the end of the 2005-06 2006−07 school year complete an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based standards−based (in accordance with the SBE-SBE− approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards− based performance assessment reflecting the Entry-Level Entry−Level Standards for Michigan Teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument standards must be submitted to the Michigan Department of Education for approval prior to implementation.)

ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS. A. A teacher hired before the first student attendance day of the 2004-05 school year who is required by the ESEA to be “highly qualifiedHighly Qualified” (as defined by the ESEA and the Michigan Department of Education) for his his/her teaching assignment and is not “highly qualified” Highly Qualified “for his his/her teaching assignment shall, by the end of the 2005-06 school year, have elected and satisfied one of the options below for becoming “highly qualified”qualified “: 1. For elementary teachers: a. Passage of the Michigan Test for Teacher Certification (MTTC) general elementary examination and the examination for any subject area for which the teacher is endorsed and is teaching in grades 6-8. Individuals who hold the old K-8 “all subjects” subjects designation on their elementary teaching certificate may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 6-8 if they do not hold a major in the subjectsubject , ORor b. A graduate degree or coursework that is equivalent to an undergraduate major in any subject area directly related to elementary teaching, ORor c. Achieve National Board Certification national board certification or credentialing in any subjects(ssubject(s) at an appropriate developmental level(s), ORor d. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) at At least three (3) years of teaching experience at the elementary level and (2) have completed, Completed since the issuance of the Provisional teaching certificateTeaching Certificate, a minimum of eighteen (18) semester credit hours in a planned standards-based standards- based, State Board of Education (SBE) approved SBE)-approved endorsement program or a master’s masters or higher degree in an area appropriate for elementary education, OReducation or e. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) at At least three (3) years of teaching experience and, (2) before Before the end of the 2005-06 school year, have completed an individual professional development plan approved by the Districtdistrict’s School Improvement TeamTeam (SIT), including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 ninety (90) contact hours or 6 six (6) semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, ORor f. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), demonstrate competence of subject matter knowledge and teaching skills using a standards-standards- based performance assessment reflecting the entry-level standards for Michigan teachers approved by the State Board of Education. (The performance assessment shall be conducted by a sub-committee of the Districtdistrict’s School Improvement Team SIT, as referenced in Section 2.16 C and may include classroom observation, observation and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelinesContent Area Portfolio Guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.) 2. For middle school and other secondary teachers: a. Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-12. Individuals who hold the old 7-8 “all subjects” subjects designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 7-8 if they do not hold a major in the subject(s), ORor b. A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, ORor c. Achieve National Board Certification national board certification or credentialing in the subjects(ssubject(s) at an appropriate developmental development level(s) that he he/she teaches, ORor d. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) At least 3 three (3) years of teaching experience at the secondary level and (2) have completed, Completed since the issuance of the Provisional teaching certificateTeaching Certificate, a minimum of 18 eighteen (18) semester credit hours in a planned standards-based standards- based, SBE-approved endorsement program or a master’s masters or higher degree in an area appropriate for secondary education, ORor e. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) At least 3 lease three (3) years of teaching experience experience, and, (2) before Before the end of the 2005-06 school year year, complete an individual professional development plan approved by the Districtdistrict’s School Improvement TeamSIT, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 ninety (90) contact hours or 6 six (6) semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, ORor f. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), demonstrate competence of subject matter knowledge and teaching skills using a standards-standards- based performance assessment reflecting the Entryentry-Level Standards level standards for Michigan Teachers teachers approved by the State Board of Education. (The performance assessment shall be conducted by a sub-committee of the Districtdistrict’s School Improvement TeamSIT, as referenced in Section 2.16 C, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelinesContent Area Portfolio Guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.) B. Teachers not certified for teaching assignment: 1. If a teacher has no certification endorsement for part or all of his/her assignment, the teacher shall enroll in and make annual progress toward an endorsement for each part of his/her assignment that the teacher lacks an endorsement. 2. A teacher that was or is involuntarily assigned to teach an elementary grade level outside his/her certification or assigned to teach one (1) or more classes in a subject area in which the teacher does not have a major shall not be adversely impacted by said assignment. Said teacher shall be granted the first vacancy he/she applies for provided he/she is certified for the vacancy. This paragraph shall supersede the vacancy, transfer, layoff or recall provisions of the agreement. C. Sub-Committee of the District’s School Improvement Team (SIT): For the purposes of Sections A and B above, a sub-committee of the district’s School Improvement Team (SIT) shall be established to conduct an assessment of the option elected and pursued by each teacher subject to Sections A and B immediately above. The SIT shall be composed of four (4) members; two (2) appointed by the superintendent and two (2) appointed by the Association. The SIT shall make a determination whether each teacher subject to Sections A or B immediately above has become Highly Qualified by meeting one of the options provided in Sections A or B immediately above. D. Teachers not Highly Qualified by the end of the 2005-06 school year: A teacher who is required as of the end of the 2005-06 school year by the ESEA to be Highly Qualified (as defined by the ESEA and the Michigan Department of Education) for his/her teaching assignment and is not Highly Qualified for his/her teaching assignment shall be granted the first vacancy he/she applies for provided he/she is highly qualified for the vacancy. If there is no vacancy for which said teacher is Highly Qualified, said teacher shall be treated under the layoff and recall provisions of this agreement as if his/her current position had been eliminated. E. A teacher that has been recognized as Highly Qualified under the ESEA by this school district or another Michigan school district shall be recognized as Highly Qualified by this school district for the duration of his/her employment (as applied to the given assignment).

ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS. ‌ A. A teacher hired before the first student attendance day of the 2004-05 school year who is required by the ESEA to be “highly qualified” (as defined by the ESEA and the Michigan Department of Education) for his his/her teaching assignment and is not “highly qualified” for his his/her teaching assignment shall, by the end of the 20052006-06 07 school year, have elected and satisfied one of the options below for becoming “highly qualified”: 1. For elementary teachers: a. Passage of the Michigan Test for Teacher Certification (MTTC) general elementary examination and the examination for any subject area for which the teacher is endorsed and is teaching in grades 6-8. Individuals who hold the old K-8 K- 8 “all subjects” designation on their elementary teaching certificate may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 6-8 if they do not hold a major in the subject, OR b. A graduate degree or coursework that is equivalent to an undergraduate major in any subject area directly related to elementary teaching, OR c. Achieve National Board Certification or credentialing in any subjects(s) at an appropriate developmental level(s), OR d. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience at the elementary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of eighteen (18) semester credit hours in a planned standards-standards- based State Board of Education (SBE) approved endorsement program or a master’s or higher degree in an area appropriate for elementary education, OR e. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience and, (2) before the end of the 20052006-06 07 school year, have completed an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-SBE- approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards- based performance assessment reflecting the entry-level standards for Michigan teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument standards must be submitted to the Michigan Department of Education for approval prior to implementation.) 2. For middle school and other secondary teachers: a. Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-12. Individuals who hold the old 7-8 “all subjects” designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 7-8 if they do not hold a major in the subject(s), OR b. A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, OR c. Achieve National Board Certification or credentialing in the subjects(s) at an appropriate developmental level(s) that he he/she teaches, OR d. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience at the secondary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of 18 semester credit hours in a planned standards-based SBE-SBE- approved endorsement program or a master’s or higher degree in an area appropriate for secondary education, OR e. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience and, (2) before the end of the 20052006-06 07 school year complete an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-SBE- approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards- based performance assessment reflecting the Entry-Level Standards for Michigan Teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument standards must be submitted to the Michigan Department of Education for approval prior to implementation.)

ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS. A. A teacher hired before the first student attendance day of the 2004-05 2004‐05 school year who is required by the ESEA to be “highly qualified” (as defined by the ESEA and the Michigan Department of Education) for his his/her teaching assignment and is not “highly qualified” for his his/her teaching assignment shall, by the end of the 2005-06 2006‐07 school year, have elected and satisfied one of the options below for becoming “highly qualified”: 1. For elementary teachers: a. Passage of the Michigan Test for Teacher Certification (MTTC) general elementary examination and the examination for any subject area for which the teacher is endorsed and is teaching in grades 6-86‐8. Individuals who hold the old K-8 K‐ 8 “all subjects” designation on their elementary teaching certificate may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 6-8 6‐8 if they do not hold a major in the subject, OR b. A graduate degree or coursework that is equivalent to an undergraduate major in any subject area directly related to elementary teaching, OR c. Achieve National Board Certification or credentialing in any subjects(s) at an appropriate developmental level(s), OR d. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience at the elementary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of eighteen (18) semester credit hours in a planned standards-standards‐ based State Board of Education (SBE) approved endorsement program or a master’s or higher degree in an area appropriate for elementary education, OR e. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience and, (2) before the end of the 2005-06 2006‐07 school year, have completed an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based standards‐based (in accordance with the SBE-SBE‐ approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards‐ based performance assessment reflecting the entry-level entry‐level standards for Michigan teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.) 2. For middle school and other secondary teachers: a. Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-127‐12. Individuals who hold the old 7-8 7‐8 “all subjects” designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 7-8 7‐8 if they do not hold a major in the subject(s), OR b. A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, OR c. Achieve National Board Certification or credentialing in the subjects(s) at an appropriate developmental level(s) that he he/she teaches, OR d. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience at the secondary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of 18 semester credit hours in a planned standards-based SBE-standards‐based SBE‐ approved endorsement program or a master’s or higher degree in an area appropriate for secondary education, OR e. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience and, (2) before the end of the 2005-06 2006‐07 school year complete an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based standards‐based (in accordance with the SBE-SBE‐ approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards‐ based performance assessment reflecting the Entry-Level Entry‐Level Standards for Michigan Teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.)

ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS. A. A teacher hired before the first student attendance day of the 2004-05 school year who is required by the ESEA to be “highly qualifiedHighly Qualified” (as defined by the ESEA and the Michigan Department of Education) for his his/her teaching assignment and is not “highly qualified” Highly Qualified “for his his/her teaching assignment shall, by the end of the 2005-06 school year, have elected and satisfied one of the options below for becoming “highly qualified”qualified “: 1. For elementary teachers: a. Passage of the Michigan Test for Teacher Certification (MTTC) general elementary examination and the examination for any subject area for which the teacher is endorsed and is teaching in grades 6-8. Individuals who hold the old K-8 “all subjects” subjects designation on their elementary teaching certificate may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 6-8 if they do not hold a major in the subjectsubject , ORor b. A graduate degree or coursework that is equivalent to an undergraduate major in any subject area directly related to elementary teaching, ORor c. Achieve National Board Certification national board certification or credentialing in any subjects(ssubject(s) at an appropriate developmental level(s), ORor d. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) at At least three (3) years of teaching experience at the elementary level and (2) have completed, Completed since the issuance of the Provisional teaching certificateTeaching Certificate, a minimum of eighteen (18) semester credit hours in a planned standards-based based, State Board of Education (SBE) approved SBE)-approved endorsement program or a master’s masters or higher degree in an area appropriate for elementary education, OReducation or e. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) at At least three (3) years of teaching experience and, (2) before Before the end of the 2005-06 school year, have completed an individual professional development plan approved by the Districtdistrict’s School Improvement TeamTeam (SIT), including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 ninety (90) contact hours or 6 six (6) semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, ORor f. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), demonstrate competence of subject matter knowledge and teaching skills using a standards-based performance assessment reflecting the entry-level standards for Michigan teachers approved by the State Board of Education. (The performance assessment shall be conducted by a sub-committee of the Districtdistrict’s School Improvement Team SIT, as referenced in Section 2.16 C and may include classroom observation, observation and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelinesContent Area Portfolio Guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.) 2. For middle school and other secondary teachers: a. Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-12. Individuals who hold the old 7-8 “all subjects” subjects designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 7-8 if they do not hold a major in the subject(s), ORor b. A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, ORor c. Achieve National Board Certification national board certification or credentialing in the subjects(ssubject(s) at an appropriate developmental development level(s) that he he/she teaches, ORor d. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) At least 3 three (3) years of teaching experience at the secondary level and (2) have completed, Completed since the issuance of the Provisional teaching certificateTeaching Certificate, a minimum of 18 eighteen (18) semester credit hours in a planned standards-based based, SBE-approved endorsement program or a master’s masters or higher degree in an area appropriate for secondary education, ORor e. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), have: (1) At least 3 lease three (3) years of teaching experience experience, and, (2) before Before the end of the 2005-06 school year year, complete an individual professional development plan approved by the Districtdistrict’s School Improvement TeamSIT, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 ninety (90) contact hours or 6 six (6) semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, ORor f. As documented by the Districtdistrict’s School Improvement TeamTeam (SIT), demonstrate competence of subject matter knowledge and teaching skills using a standards-based performance assessment reflecting the Entryentry-Level Standards level standards for Michigan Teachers teachers approved by the State Board of Education. (The performance assessment shall be conducted by a sub-committee of the Districtdistrict’s School Improvement TeamSIT, as referenced in Section 2.16 C, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelinesContent Area Portfolio Guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.) B. Teachers not certified for teaching assignment: 1. If a teacher has no certification endorsement for part or all of his/her assignment, the teacher shall enroll in and make annual progress toward an endorsement for each part of his/her assignment that the teacher lacks an endorsement. 2. A teacher that was or is involuntarily assigned to teach an elementary grade level outside his/her certification or assigned to teach one (1) or more classes in a subject area in which the teacher does not have a major shall not be adversely impacted by said assignment. Said teacher shall be granted the first vacancy he/she applies for provided he/she is certified for the vacancy. This paragraph shall supersede the vacancy, transfer, layoff or recall provisions of the agreement. C. Sub-Committee of the District’s School Improvement Team (SIT): For the purposes of Sections A and B above, a sub-committee of the district’s School Improvement Team (SIT) shall be established to conduct an assessment of the option elected and pursued by each teacher subject to Sections A and B immediately above. The SIT shall be composed of four (4) members; two (2) appointed by the superintendent and two (2) appointed by the Association. The SIT shall make a determination whether each teacher subject to Sections A or B immediately above has become Highly Qualified by meeting one of the options provided in Sections A or B immediately above. D. Teachers not Highly Qualified by the end of the 2005-06 school year: A teacher who is required as of the end of the 2005-06 school year by the ESEA to be Highly Qualified (as defined by the ESEA and the Michigan Department of Education) for his/her teaching assignment and is not Highly Qualified for his/her teaching assignment shall be granted the first vacancy he/she applies for provided he/she is highly qualified for the vacancy. If there is no vacancy for which said teacher is Highly Qualified, said teacher shall be treated under the layoff and recall provisions of this agreement as if his/her current position had been eliminated. E. A teacher that has been recognized as Highly Qualified under the ESEA by this school district or another Michigan school district shall be recognized as Highly Qualified by this school district for the duration of his/her employment (as applied to the given assignment).

ESEA REQUIREMENTS FOR HIGHLY QUALIFIED TEACHERS. A. A teacher hired before the first student attendance day of the 2004-05 school year who is required by the ESEA to be “highly qualified” (as defined by the ESEA and the Michigan Department of Education) for his his/her teaching assignment and is not “highly qualifiedqualifIed” for his his/her teaching assignment shall, by the end of the 2005-06 school year, have elected and satisfied one of the options below for becoming “highly qualified”: 1. For elementary teachers: a. Passage of the Michigan Test for Teacher Certification (MTTC) general elementary examination and the examination for any subject area for which the teacher is endorsed and is teaching in grades 6-8. Individuals who hold the old K-8 “all subjects” designation on their elementary teaching certificate may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 6-8 if they do not hold a major in the subject, OR b. A graduate degree or coursework that is equivalent to an undergraduate major in any subject area directly related to elementary teaching, OR c. Achieve National Board Certification or credentialing in any subjects(s) at an appropriate developmental level(s), OR d. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience at the elementary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of eighteen (18) semester credit hours in a planned standards-standards- based State Board of Education (SBE) approved endorsement program or a master’s or higher degree in an area appropriate for elementary education, OR e. As documented by the District’s School Improvement Team, have: (1) at least three (3) years of teaching experience and, (2) before the end of the 2005-06 school year, have completed an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards- based performance assessment reflecting the entry-level standards for Michigan teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.) 2. For middle school and other secondary teachers: a. Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-12. Individuals who hold the old 7-8 “all subjects” designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he he/she is assigned to teach in grades 7-8 if they do not hold a major in the subject(s), OR b. A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, OR c. Achieve National Board Certification or credentialing in the subjects(s) at an appropriate developmental level(s) that he he/she teaches, OR d. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience at the secondary level and (2) have completed, since the issuance of the Provisional teaching certificate, a minimum of 18 semester credit hours in a planned standards-based SBE-SBE- approved endorsement program or a master’s or higher degree in an area appropriate for secondary education, OR e. As documented by the District’s School Improvement Team, have: (1) At at least 3 years of teaching experience and, (2) before the end of the 2005-06 school year complete an individual professional development plan approved by the District’s School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR f. As documented by the District’s School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-standards- based performance assessment reflecting the Entry-Level Standards for Michigan Teachers approved by the State Board of Education. (The performance assessment shall be conducted by the District’s School Improvement Team, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.)