FAQS FOR HIGHLY QUALIFIED AND CLUS
March 2004
Highly Qualified FAQs
1. What does “not-new” teacher mean?
A not-new, experienced teacher is an individual with one or more years of teaching
experience earned while holding a valid teaching certificate. Teaching experience
earned while one is on a temporary, provisional, or emergency waiver (e.g., TAT, 665,
etc.) does not qualify.
2. Does the highly qualified requirement of NCLB apply to all public school
teachers?
The highly qualified requirement applies to teachers of core academic subjects. The
term core “academic subjects” means English, reading or language arts, mathematics,
science, foreign languages, civics and government, economics, arts, history, and
geography. In the area of arts, states may determine which arts courses will be
considered core academic subjects.
3. Do teachers holding Temporary Authority to Teach (TAT) certificates, Out of Field
Authorization to Teach (OFAT) certificates, or Temporary Employment Permit
(TEP) certificates meet the highly qualified requirements of NCLB?
TATs, OFATs, and TEPs are non-standard, temporary certificates issued in Louisiana.
Teachers holding a temporary certificate do not meet the NCLB definition of highly
qualified because they do not hold full state certification and they have not demonstrated
subject matter competency under the NCLB legislation in the academic subjects in which
the teachers are teaching
4. Does a teacher holding a Practitioner License (PL1, PL2, PL3 or PL4) meet the
highly qualified requirements of NCLB?
A Practitioner License (PL) is given to an individual in an alternate certification program
who has passed the required content area examination. Consequently, the individual
meets the highly qualified definition of NCLB. (If a university grants provisional
admission to a candidate without the individual passing the required content
examination, then a PL is not issued and the individual does not meet the highly
qualified requirements.)
5. Do NCLB highly qualified requirements apply to PK-K teachers?
NCLB requirements do not apply to PK-K teachers.
6. How does a new teacher become highly qualified?
The law requires that a new teacher must hold a bachelor’s degree, full state
certification, and demonstrate subject matter competence. Teachers can do this by
passing a rigorous subject test in each of the core academic subjects the teacher
teaches. If the teacher is a middle or high school teacher, he or she may demonstrate
subject area competency by having successfully completed, in each of the core
academic subjects he or she teaches, an academic major, a graduate degree, or
coursework equivalent to an undergraduate academic major. New elementary teachers
may demonstrate the required competency only by passing the state test.
7. How does an experienced teacher become highly qualified?
Many experienced teachers already meet the requirements of the NCLB highly qualified
definition. Experienced teachers must meet three basic requirements by the end of the
2005-2006 school year: (1) hold a bachelor’s degree; (2) hold a valid state teaching
certificate (no emergency, temporary, or provisional waivers); and, (3) demonstrate
subject area competency. For the third requirement, there are multiple ways for
experienced teachers to demonstrate subject area competency: taking a subject matter
test as identified by the state; completing National Board certification; completing
appropriate coursework identified by the state; earning a master’s degree in the
academic content area; or, completing the 90 content-focused CLUs as defined in
Louisiana’s HOUSSE definition.
8. Suppose a teacher is currently on an OFAT (the teacher is certified, but is
teaching out-of-field at the request of the district). Can the courses that the
teacher is taking toward certification in the field he/she is teaching be applied
toward the teacher’s CLU requirements to be highly qualified?
A teacher on an OFAT will not meet the highly qualified definition for the entire time
he/she is on the OFAT. The coursework that the teacher completes while on the OFAT
will lead to certification in the area of assignment. Once fully certified in the area of
assignment, the teacher will be eligible for options available through the highly qualified
definition. This situation must be handled on a case-by-case basis.
9. May a teacher who is highly qualified to teach one subject area teach additional
subjects and still be considered highly qualified, if he/she has an emergency
certificate or temporary permit to teach those subjects?
No. To be highly qualified requires a teacher to demonstrate a high level of competency
in each core academic subject he/she teaches. Hence, the teacher described in this
question is highly qualified in terms of the first subject but not in terms of the additional
subject. The teacher will not be considered highly qualified in the additional subject area
until he/she has the appropriate valid teaching certificate for every area he/she teaches.
10. By what date are teachers required to meet the requirements of the NCLB highly
qualified definition?
If you teach core academic subjects in a program supported with Title I funds and you
are a new teacher or new hire, you must be highly qualified upon initial employment. If
you teach core academic subjects and you are not a new teacher, you must be highly
qualified by the end of the 2005-2006 school year.
11. What are some of the ways in which a teacher can meet the highly qualified
requirements by 2005-2006?
 You can take and pass the PRAXIS exam(s) required for the core academic
course(s) for which you are seeking to become highly qualified.
 You can complete requirements of new, streamlined add-on (endorsement)
certification(s) in the area(s) for which you are seeking to become highly qualified.
 You can complete the 90 CLU requirements of the Louisiana HOUSSE option
prior to the end of the 2005-2006 school year.
12. If a teacher chooses to complete the 90 CLU requirements of the Louisiana
HOUSSE option, what professional development activities may be counted?
Professional development activities must be consistent with the requirements of Section
9101 of NCLB: sustained, intensive, and specific to the core academic subject for which
highly qualified teacher status is sought.
Professional development that can be included:
 Professional development focused on academic content standards
 Professional development related to state or diagnostic assessments in the
content area or academic content standards
 Data Analysis
 Curriculum Mapping, Curriculum Alignment, and Curriculum Auditing
 Differentiating Instruction
 Professional development related to special needs students (i.e., disabilities,
gifted, limited English proficient)
Professional development activities that cannot be included:
 Activities that cannot be directly linked to attainment of knowledge and pedagogy
related to the teaching assignment
 “One-shot” meetings or workshops that include no planned follow-up sustained
over a period of time.
13. If a teacher chooses to complete the 90 CLU requirements of the Louisiana
HOUSSE option, what college coursework may be counted?
Any college-level course in the core academic subject for which “highly qualified” status
is being sought may be counted toward the HOUSSE requirements. A 3-hour credit
course is equivalent to 45 CLUs. Generally, pure pedagogy courses offered through a
college of education are not counted. However, education courses that are specific to
the core academic subject may qualify. Education classes in methods in the teaching
assignment, special education courses that deal with differentiating instructions, courses
in assessment, and reading/literacy courses count; all other education courses not
directly related to the content of the teaching assignment do not count.
Special Education
14. Does the highly qualified requirement of NCLB apply to special education
teachers?
Special education teachers, including teachers who teach students identified as
academically gifted, who provide primary instruction in a core academic subject must
meet the highly qualified requirement of NCLB for that core academic subject.
15. What are the highly qualified requirements that apply to special education
teachers?
Special education teachers are expected to meet the same standards for content
knowledge as all teachers. Special education teachers who provide instruction in core
academic subjects must meet the highly qualified teacher requirements for those
subjects they teach. These requirements apply whether a special education teacher
provides core academic instruction in a regular classroom, resource room, or another
setting.
If a special education teacher does not directly instruct students in any core academic
subject, but rather provides consultation to highly qualified teachers of core academic
subjects in adapting curricula, using behavioral interventions, and selecting appropriate
accommodations, the special education teacher does not need to meet the same highly
qualified subject competency requirements that apply under NCLB to teachers of core
academic areas. These special education teachers can assist students with study skills
or organizational skills and reinforce instruction that the student has already received
from a teacher who meets the highly qualified requirements in that core academic
subject.
16. What activities may special education teachers carry out if they do not meet the
highly qualified definition in a particular core content area?
Special education teachers may carry out the following non-direct instructional activities:
 Assist a highly qualified teacher in adapting curriculum
 Assist a highly qualified teacher in using behavioral supports and interventions
 Assist a highly qualified teacher in selecting appropriate accommodations
 Assist students with study skills
 Assist students with organizational skills
 Reinforce instruction already received from a teacher who is highly qualified in the
core academic subject
17. Suppose a not-new teacher holds a valid Special Education M/M 1-12 certificate, is
teaching in a middle school grade level classroom (grades 6-8), and is teaching a
core academic subject to special education students. Is the teacher eligible for
highly qualified status through the HOUSSE definition?
Yes. The teacher could meet the highly qualified definition through the HOUSSE option.
It would be required that the focus of CLUs be in the subject area(s) the teacher is
teaching. Special education teachers are expected to meet the same standards for
content knowledge as regular education teachers.
IDEA is currently being reauthorized, which may result in further requirements for special
education teachers.
18. Suppose an individual has a valid elementary education certificate, passed
PRAXIS 0014, and is hired to teach special education on an OFAT. The teacher’s
assignment includes working with learning-disabled students in Grades 1-5 and
providing them instruction in specific content areas. Does the teacher meet the
requirements of the highly qualified definition?
No. Any teacher on an Out of Field Authority to Teach (OFAT) certificate does not meet
the highly qualified definition. If the teacher is on an OFAT for special education and
that is the area in which he/she is teaching on an OFAT, the teacher is not highly
qualified for that particular teaching assignment. To meet the highly qualified
requirements of NCLB, the teacher must hold a valid teaching certificate in the area of
assignment.
Arts Education
19. Which arts courses in Louisiana are considered core academic subjects?
Sept 12, 2003, Non-Regulatory Guidance states that a state may decide which arts
courses will be considered as core academic subjects. For purposes of the No Child
Left Behind “highly qualified” definition, Louisiana has defined “arts as a core academic
subject” to include all secondary visual and performing arts courses for which Carnegie
units (high school credits) are awarded. This would include speech/drama, voice, band,
etc.
Elementary Teachers
20. Suppose an elementary (Grades 1-5) teacher teaches a core academic course in a
departmentalized setting. Must the teacher be “highly qualified” in the core
academic courses he/she teaches?
If an individual is “highly qualified” as an elementary school teacher, then the individual
is “highly qualified” to teach all core academic courses in elementary school, grades 1-5,
regardless of whether teaching in a self-contained setting or in a departmentalized
setting.
21. If a “not-new” teacher is teaching in an elementary school and teaching art or
music all day, how is it determined if the teacher is highly qualified?
A teacher is “highly qualified” to teach art and/or music in an elementary setting (grades
1-5) if [1] the teacher holds a valid/current elementary grade teaching certificate (no
provisions, waivers) and has passed the appropriate elementary content examination,
OR [2] the teacher holds a valid/current Art K-12 or Music K-12 teaching certificate (no
provisions, waivers) and has passed the appropriate content area examination. (Note: If
an appropriate content exam is not available, then the candidate could demonstrate
content mastery by earning a minimum of 31 hours in the content area.)
Middle/Secondary Teachers
22. If a middle school or high school teacher teaches two or more core academic
subjects, must he/she be “highly qualified” in each of the subjects?
Yes.
23. If a high school teacher who is certified in social studies is teaching English and
passes the subject (English) exam to have English added to his/her certificate, is
he/she highly qualified?
Yes. A secondary certified teacher who passes the required Praxis exam to earn an
add-on endorsement can become certified in the second subject and would meet the
highly qualified definition by virtue of passing the subject-specific exam.
District Responsibilities
24. What are the requirements of teachers relative to highly qualified in an extended
learning program? How do the requirements differ for after school programs?
“Improving Teacher Quality Non-Regulatory Guidance” (9/12/03), stipulates the following
in Item C-21: “If services offered outside of regular school hours in a Title I extended
learning program provide instruction in core academic subjects, the persons providing
such instruction must meet the highly qualified requirements.”
An extended learning program that offers core academic instruction because an LEA
has determined that particular students need additional time to learn state standards can
be distinguished from an after school program offering academic enrichment, tutoring,
and homework assistance, including supplemental education services. In the latter
case, the highly qualified teacher and paraprofessional requirements do not apply.
It is the LEA’s responsibility to draw the distinction between extended time and
enrichment programs.
25. What are the responsibilities of the local educational agencies (LEAs) in
determining which teachers in its employ meet the requirements of the NCLB
highly qualified definition?
An LEA must assess the credentials of each teacher in its employ to determine if the
teacher meets the requirements of the NCLB highly qualified definition and by what
credentials. The district must determine that the teacher holds a valid Louisiana
certificate appropriate for his/her teaching assignment and that the teacher
demonstrates content mastery in his/her teaching assignment through one of the
prescribed options (e.g., state content licensing exam, appropriate coursework, master’s
degree, National Board Certification, or HOUSSE).
The superintendent or designee(s) will complete and maintain an individual highly
qualified status report on every teacher in its employ. The LEA may use a stateprovided tool or one of its own design. The individual HQ status report will be signed by
the evaluating superintendent/designee, the school principal, and the teacher. The
individual HQ status report and all supporting documents are to be maintained in the
employing school district office; teachers should keep a copy of the status report as well.
During scheduled federal program consolidated monitoring visits, it may be necessary
for teachers and LEA officials to produce the data sheet and documentation regarding
the teachers’ completion of the required CLUs.
CLU FAQs
1. How does a teacher know if he/she must earn CLUs? How many CLUs must
he/she earn?
You must earn CLUs if you need to meet the NCLB requirements for “highly qualified”
under Louisiana’s HOUSSE option (90 CLUs by the end of SY 05-06) – or – if you have
a Level 2 or Level 3 Professional License that must be renewed every 5 years (150
CLUs every 5 years).
2. What is the “starting date” for earning CLUs to meet the NCLB highly qualified
requirements?
CLUs earned on or after January 8, 2002, will be eligible.
3. Are the CLU requirements for highly qualified and re-licensure the same?
No. Although there are some similarities in the requirements, there are also some key
differences.
First, for purposes of meeting the definition of highly qualified through the HOUSSE
definition, the teacher must complete 90 CLUs by the end of the 2005-2006 school year.
However, a candidate seeking to renew his/her Level 2 or 3 license must accumulate
150 CLUs every five years.
Second, the focus of the CLUs for meeting the highly qualified requirements are more
limited in focus/scope and must be specific to the subject/content area(s) of the teacher’s
teaching assignment and to the area in which the teacher is seeking to demonstrate
content mastery. On the other hand, CLUs for re-licensure may cross a broader range
of educational areas.
4. How do I know which professional development experiences will count toward
CLUs?
Teachers are encouraged to participate in high quality professional learning experiences
that are content-focused and that support and enhance their work and lead to increased
student achievement. Teachers must work collaboratively with their districts to
determine which professional development activities will apply to their required CLUs.
Approval of CLUs is a district-level responsibility.
5. Can the CLUs that a teacher earns for meeting the HQ definition also count for relicensure CLUs?
Yes. The CLUs earned for purposes of meeting the HQ definition can be applied toward
the 150 CLUs re-licensure requirement. However, the converse is not necessarily true
- not all CLUs earned for purposes of re-licensure would necessarily meet the contentspecific nature of CLUs that is required under the HOUSSE option for highly qualified.
6. If a teacher teaches more than one subject, must he/she earn 90 CLUs for each
subject area?
Under the HOUSSE option, a teacher must earn a total of 90 CLUs in content specific to,
and/or content methodology in, the area(s) of the teacher’s current teaching assignment
by the end of SY 05-06.
7. What information must a teacher keep to prove he/she has completed the required
CLUs?
Teachers are required to maintain documentation to verify their participation in a
professional development activity. This documentation may vary according to the type of
the activity. Examples of documentation include agendas, handouts, work products,
final grades, teaching meeting logs, action plans, and student work samples. Because
approval of CLUs is a district responsibility, individual districts may develop additional
criteria.
8. What are a district’s responsibilities in verifying that a teacher has completed the
90 CLUs required under the HOUSSE option?
The Superintendent or designee(s) will maintain CLU information data on every teacher
seeking to meet the highly qualified requirements through HOUSSE. The teacher and
Superintendent/designee must sign an assurance statement that the information
reported on the CLU data sheet is accurate. The CLU data sheet and any supportive
documents are to be maintained in the employing school district office. Teachers should
keep of copy of the data sheet and documentation as well. During scheduled federal
program consolidated monitoring visits, it may be necessary for teachers and LEA
officials to produce the data sheet and documentation regarding the teachers’
completion of the required CLUs.
9. What are some examples of the types of special school or system level activities
or services related to content area that would be considered acceptable CLU
activities for purposes of HQ or re-licensure?
The following are examples of acceptable school or system-level CLU activities: service
on a school/system committee that develops, selects, or evaluates content curriculum;
service on a school/system committee that aligns local curriculum with state standards,
benchmarks, and grade level expectations; presenter and/or trainer in content workshop
at the district level; mentor teacher in a particular content area.
10. What are some examples of the types of special state, regional or national
activities or services related to content area that would be considered acceptable
CLU activities for purposes of HQ or re-licensure?
The following are examples of acceptable state, regional or national level
activities/services: participation at regional, state, or national seminars or workshops
related to a content area; officer of a regional, state, or national professional
organization; instructor of a content course at a college/university; service on state,
regional, or national committee that developed, selected, evaluated, or aligned content
standards, grade level expectations, content curriculum, or content assessments