HQT FAQs

HQT FAQs Are Currently Being Updated to Reflect Information Within the 2016-17 Toolkit. Please Use the 2016-17 HQT Toolkit for the Most Current Information.

For Teachers

For Paraprofessionals


For Teachers

    Did HQT change with the passage of ESSA?

    With the December 10th, 2015 passage of the Every Student Succeeds Act (ESSA), states are no longer federally required to ensure all teachers of core subjects are highly qualified. However, Ohio will continue to require highly-qualified teachers in core academic subjects in the 2016-2017 transition year as dictated by current state legislation, report card requirements, and the state equity plan.  Moving forward through this transition year, the Department will work with stakeholders to redefine teacher qualifications in Ohio. Ohio will continue to provide a Highly-Qualified Teacher Toolkit to support districts during the 2016-2017 transition year.  

     

     

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    Who must be reported as highly qualified teachers under the ORC state definition?

    Teachers who teach in a core academic subject area must be reported. All core academic subject teachers who are assigned students in EMIS must have their HQT status reported in Initial Staff/Course Collection. All other core academic subject teachers (including tutors) must have their HQT status on file at the school. 

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    What are the core academic subjects?

    According to ORC 3319.074 (A)(1) “Core subject area” means reading and English language arts, mathematics, science, foreign language, government, economics, fine arts, history and geography. .

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    Does state law provide flexibility to achieve HQT beyond past NCLB federal regulations?

    No. According to 3319.074 (B) no district or school shall employ any classroom teacher hired after July 1, 2002 that receives Title I funds who is not highly qualified. 

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    What is the definition of “teaching assignment”?

    Teaching assignment is the grade level and core academic subject(s) a teacher is teaching this school year.

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    What are the criteria used to determine if a teacher meets the federal HQT definition?

    Teachers can meet the federal HQT definition in two ways:

    1. Be fully licensed in the area they teach and fulfill qualifications designated on the HQT Worksheet Form(s) A-E; or
    2. Be fully licensed in the area they teach and if eligible, meet the requirements on either the Ohio HQT Abbreviated or Expanded Rubric.

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    What is the expiration date of a teacher’s HQT status?

    Although teachers must report their HQT status every year, they do not need to re-qualify every year. Once teachers can show they are HQT using Forms A-E in this toolkit, they can continue to use that evidence to re-qualify every year in that same subject and grade level. This does NOT apply to those using exception forms to show evidence of HQT status. Those using exception forms can do this for only one year.

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    Now that the High Objective Uniform State Standard Evaluation (HOUSSE) options have been phased-out, how will teachers meet the HQT requirements?

    The HOUSSE options include the items in the Ohio HQT Rubric and the Ohio HQT Expanded Rubric. There are circumstances when teachers may be reassigned to subjects or grade levels or when educators may be hired for teaching assignments for which they have not been required to meet HQT previously. If teachers in these circumstances meet the HOUSSE Exception Criteria they may have one year to report HQT status through the HOUSSE options (See Form A-Exception, Form B- Exception, and/or Form C-Exception). After the one year is completed, teachers will need to meet HQT requirements through Form A, Form B and/or Form C the following EMIS reporting period. 

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    What are the HOUSSE Exception Criteria?

    The HOUSSE Exception Criteria may apply to teachers who are fully licensed for the teaching assignment and:

    • have not been teaching since Jan. 2002; or
    • are returning to teaching after an extended leave of at least one year within the 2002-2016 school years (i.e., military duty, reduction in force, medical disability, family care, approved leave of absence, administrator returning to the classroom, past employment in a nonpublic school, recently working as a substitute); or
    • are teaching for the first time in Ohio and were previously licensed to teach out-of-state; or
    • are teaching a grade level they have not taught since January 2002; or
    • are teaching a subject they have not taught since January 2002; or
    • are teaching for the first time in a public school
    HOUSSE Exception criteria may be used for ONLY ONE YEAR for general education teachers. 

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    How will a teacher meet HQT if he or she does not meet one of the HOUSSE Exception Criteria?

     If a veteran teacher does not meet HQT and does not qualify for one of the HOUSSE Exception Criteria that teacher will need to meet HQT through one of the options in Section 3 of the appropriate HQT Form. 

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    I am a regular educator who has taught the same assignment (grade level, core subject(s) since before January 31, 2007. I have supporting documentation that I was previously reported as HQT prior to January 31, 2007. I used the Ohio HQT Rubric or the Ohio Highly Qualified Teacher Expanded Rubric to show I was HQT. Am I still considered HQT in this assignment that has not changed?
    If you have continuously taught the exact same assignment since before January 31, 2007 AND have supporting documentation that you were HQT using the Ohio HQT Rubric or the Ohio Highly Qualified Teacher Expanded Rubric, you could still be considered HQT in the assignment.

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    On the Ohio Highly Qualified Teacher forms, what does a “clock hour” mean?

    One “clock hour” is 60 minutes of professional development (one semester hour of coursework =15 clock hours; one quarter hour of coursework = 10 clock hours).

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    Could someone teaching in grades 7-12 be partially highly qualified if he or she is teaching two different core academic subject areas?

    Yes. A teacher might meet the criteria for some of his or her teaching assignment classes, but not all; therefore, some of these classes would be counted as being taught by a highly qualified teacher and some would not.

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    Do the state highly qualified requirements apply to career-technical teachers?

    Yes, if those career-technical teachers are teaching a core academic subject area.

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    What master’s degrees can be counted on the HQT forms for teachers who teach in grades K-6?

    Teachers who teach K-6 can hold a master’s degree in one of the following areas:

    1. Education
    2. Curriculum/Instruction
    3. Reading
    4. Teaching

    Master’s degrees in Education Administration, Educational Leadership or School Counselor do not apply.

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    What master’s degrees can be counted on the HQT forms for teachers who teach in grades 7-12? I have a Master’s in special education, does that count?

    A grade 7-12 teacher must hold a master’s degree in the core academic subject of his or her teaching assignment. No, a master’s degree in special education does not count.

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    What is the timeline for the 90 clock hours of high-quality professional development? From what point can one begin to count the 90 clock hours?

    Professional development may be counted since September 1998 and post initial certificate/licensure. For example: if a teacher received an initial teaching certificate/license before September 1998, he/she may use any professional development since September 1998; if a teacher received an initial teaching certificate/license after September 1998, he/she may use any professional development since the issue date of that initial certificate or license.

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    Are teachers in alternative licensure pathways considered fully licensed/certified?

    Yes. They meet the requirements of Section 2 (see page 3). Those teachers still must comply with Section 3 to be highly qualified. 

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    Are teachers with a Supplemental, One-Year Out-of-State Educator License, or Three-Year Visiting International Teacher License considered fully licensed/certified?

    Yes. They meet the requirements of Section 2 (see page 3). Those teachers still must comply with Section 3 to be highly qualified. 

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    I have a professional educator license and am planning to renew this credential. I know I must request approval from my LPDC to take professional development as part of the requirements for renewal. How do I know if I have the appropriate amount and type of professional development toward the 90 clock hours required?

    To show appropriate content knowledge for your teaching assignment, you need a total of 90 clock hours of professional development. You need a minimum of 45 clock hours in the specific content area of your teaching assignment. You also may use a maximum of 45 clock hours in teaching skills pedagogy. All clock hours may be in content knowledge. 

     

    Options

    Professional Development

    Clock Hours in Content Area

    Professional Development

    Clock Hours in Teaching Skills Pedagogy, Content Standards

    Professional Development Semester Hours in Content Area

    Professional Development Semester Hours in Teaching Skills Pedagogy, Content Standards

    Total Clock Hours

    1)

    90

     

     

     

    90

    2)

     

     

    6 (=90 clock hours)

     

    90

    3)

    45

    45

     

     

    90

    4)

    45

     

    3 (=45 clock hours)

     

    90

    5)

    45

     

     

    3 (=45 clock hours)

    90

    6)

     

     

    3 (=45 clock hours)

    3 (=45 clock hours)

    90

     

     

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    I currently hold a general education grades 1-8 (or K-8) license. Which forms do I need to use?

    Regular Educators, who hold a 1-8 (or K-8) license, will need to complete Form A and/or Form B, depending upon their teaching assignment (Form A for a teaching assignment in Grades K-6, and Form B for a teaching assignment in Grades 7 and 8). Each form has different requirements in Section 3 to meet the state definition of HQT. 

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    I currently hold a Regular Education 1-8 Licensure, how do I become HQT in grades 7 and 8 for the various content areas?

    You need to look at Form B section 3. The options to show evidence of your content knowledge for each content area of your assignment are listed on the forms (only one yes is required). If you are unable to mark yes in section 3 (only one yes is required), you will need to move to the exception forms and attempt to meet the definition through that section if eligible. The HOUSSE option may be used for one year. 

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    Does the HQT status get put onto my license?

    No, HQT status is not added to your certification or license. Schools must verify and report HQT status as part of annual planning. Teachers must complete HQT forms and worksheets and a district or school designee shall retain these records.

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    If I am eligible to use the HOUSSE criteria and choose the 90 clock hours option, what does “post initial licensure” mean?

    Post initial licensure means since the date of your initial certificate or license in your teaching area. You may apply professional development taken AFTER your initial certificate or license was granted. (See question 16 above) 

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    I hold a valid early childhood license (PreK-3) and have passed the Praxis II Early Childhood exam #0021, or the OAE Early Childhood Education exam #012. What core content areas am I highly qualified to teach?

    You are qualified to teach English language arts, reading, mathematics, science, government, civics, history, economics and geography.

    The EMIS and the licensure dictionary reflect the following: Note that the general rule for elementary credentials [i.e., Kindergarten-Primary (KP), Kindergarten-Elementary (KE), Elementary (EL), Early Childhood (EC)] allows the teachers who hold these credentials to teach any course within the relevant grade range. These situations are not reflected within this search tool. An exception to this rule is for those initially hired on or after July 1, 2013, to teach physical education. These teachers must be licensed in PE and are included in this search tool. 

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    How does the Highly Qualified Teacher definition pertain to special educators & gifted educators /intervention specialists?

    Special and gifted education teachers who provide instruction to students in core academic subjects must meet the highly qualified teacher requirements for each of those core academic subjects that they teach. These requirements apply whether the intervention specialist provides core academic instruction in an inclusion setting, a resource room or another setting.

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    Does a teacher of multi-handicapped students or significantly cognitively disabled students

    For the 2016-2017 school year, teachers and intervention specialists who teach students eligible for the alternate assessment in grades 7-12 will need to be highly qualified in the core academic content areas of their teaching assignments. They will report their HQT status on Form E. The Ohio Academic Content Standards-Extended provide access to Ohio’s Learning Standards in core academic content areas for grades K-12. For more guidance, click here.

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    If an intervention specialist has taken the Teaching Reading exam and passed, is he or she eligible to be HQT in grades 7-12 English language arts?

    Yes. The Praxis II Teaching Reading Exam (#0204), Praxis II Introduction to the Teaching of Reading (#0200), or Ohio Assessments for Educators (OAE) Reading Subtest I (#038) and OAE Reading Subtest II (#039), would be considered the appropriate exam to show content knowledge (Section 3) for intervention specialists of grades 7-12 English language arts. 

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    Do grades K-6 special education and gifted educators or intervention specialists need to show content knowledge (Section 3) for each core content area of their teaching assignments?

    No. They are required to pass one or more of Ohio’s state licensure exams (the Ohio Assessments for Educators, Praxis II or NTE) as indicated on Form D. It is not required that they pass all exams in all content areas in their teaching assignments. Alternately, if using the 90-clock hour option for meeting HQT, only one core content area or a combination is necessary for teaching all core content areas in grades K-6. 

     

    OAE

    Praxis II

    NTE

    • Early Childhood Education  012
    • Reading (Subtest I) 038 & Reading (Subtest II) 039
    • Elementary Education (Subtest I) 018 & Elementary Education (Subtest II) 019
    • Middle Grades ELA 028
    • Middle Grades Math 030
    • Middle Grades Science 029
    • Middle Grades Social Studies 031

     

    • Education  in Elementary School 0010 (if passed before Sept 1, 1999)
    • Teacher, grades K-3 Praxis II: ECE 0020 (if passed before Sept. 1, 2005)
    • Introduction to the Teaching of Reading 0200 (if passed before Sept. 1, 2010)
    • Teaching Reading 0204
    • Teacher, grades K-3 Praxis II: EYC 0021
    • Teacher, grades 4-6 Praxis II: Elem. Ed. Content 0014
    • Elementary Education: Curriculum, Instruction & Assessment 0011
    • Middle School ELA 0049
    • Middle School Math 0069
    • Middle School Science 0439
    • Middle School Social Studies 0089
    • General Knowledge

     

    Or if they meet the 90 clock hour option through Section 4, only one core content area (or a combination) is necessary to apply to all core content areas in grades K-6.

     

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For Paraprofessionals

    Are all paraprofessionals required to meet the state definition?

    All individuals providing instruction through Title I or schoolwide Title I programs that are paid for or targeted for support from Title I funding, must comply.
    Those not included:
    • Playground, bus and cafeteria aides;
    • Special education aides who attend only to the health care of students;
    • Translators;
    • Those whose sole responsibility consists of conducting parental involvement activities;
    • Those working in non-instructional roles (non-instructional computer assistance). 

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    Who is considered an instructional paraprofessional?

    An instructional paraprofessional provides one-on-one tutoring; assists with classroom management (organizing instructional and other materials); provides instructional computer assistance; provides support in a library or media center; or provides instructional services under the direct supervision of a teacher.

    Requirements do not apply to paraprofessionals working primarily as translators or solely on parental involvement activities, or to individuals working in non-instructional roles (food service, cafeteria or playground supervision, personal care service, and non-instructional computer assistance). 

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    What qualifications are required for instructional paraprofessionals?

    According to the regulations, instructional paraprofessionals who have instructional duties in Title I schoolwide buildings or are paid with Title I funds in a Title I targeted assistance building are required to meet the following criteria:

    1) Complete at least two years of study at an institution of higher education (defined as 48 semester or 72 quarter hours as verified by a college transcript from an accredited institution of higher education*); OR

    2) Obtain an associate (or higher) degree from an accredited institution of higher education (defined as an associate degree program from an accredited institution of higher education); OR

    3) Meet a rigorous standard of quality and demonstrate through a formal state or local academic assessment – (i) knowledge of, and the ability to assist in instructing reading, writing and mathematics; or (ii) knowledge of, and the ability to assist in readiness for reading, writing and mathematics.

    * An accredited institution of higher education is defined in the Higher Education Act as an educational institution that is legally authorized by the State to provide a program of education beyond secondary education for which the institution awards a bachelor's degree or provides not less than a two-year program that is acceptable toward such a degree and is accredited at the college level by an accrediting agency recognized by the U.S. Secretary of Education. If you are uncertain as to whether your degree or coursework is from an accredited higher education institution, please check with the institution

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    Do all instructional paraprofessionals, have to meet the educational requirements or just Title I instructional paraprofessionals?

    Education requirements impact only instructional paraprofessionals with instructional duties in a schoolwide Title I building or in any program supported by Title I funds.

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    Can instructional paraprofessionals be “grandfathered in” based on years of experience?

    No, there is no provision that exempts instructional paraprofessionals from federal requirements. 

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    What form of assessment will paraprofessionals be required to take?

     The Parapro Assessment focuses on one’s knowledge of, and ability to assist in instructing reading/reading readiness, writing/writing readiness, and mathematics/mathematics readiness. A passing score of 456 (out of a total of 480 possible points) must be obtained on the Parapro Assessment in order to meet the requirements. 

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    Where can I take the Paraprofessional Assessment?

    The Parapro Assessment is offered at Praxis testing centers. To register for the computer delivered Parapro Assessment, visit the Educational Testing Service Web site at http://www.ets.org/parapro/ . Online testing is available to districts as well. 

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    If a paraprofessional does not pass the test, can the test be taken again?

    Candidates may take the test as many times as necessary to achieve a passing score of 456 (out of a total of 480 possible points).

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    If a paraprofessional does not pass one section of the test, can that portion be taken again or must the entire test be completed?

    Because the Parapro Assessment is a single test, there is no way to “bank” scores on any single part of it; therefore, the entire test must be retaken. 

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    Are districts able to provide funding for paraprofessionals to meet the requirements?

    Primarily, Title I and Title II funds are used for ongoing training and professional development for paraprofessionals. However, other grants may apply such as IDEA, School Improvement, etc. 

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    Does a paraprofessional in a computer lab have to meet the paraprofessional definition?

    This depends upon the responsibilities assigned to the paraprofessional. If the paraprofessional has an instructional role, assisting students with academic content, they must meet the paraprofessional requirements for Title I schoolwide and targeted assistance buildings.

    However, if the paraprofessional is employed in a computer lab for maintenance, mechanical assistance or security responsibilities, the paraprofessional would not be considered to be serving in an instructional role and thus would not need to meet the requirements. 

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Last Modified: 8/1/2016 8:12:38 AM