1. Be endorsed in the core academic subject(s) assigned to teach, i.e., English, reading or language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography
   
   OR (AND, if a new high school teacher)
   
   
2. Pass a State test of subject knowledge and teaching skills in the core academic subject(s) assigned to teach,
   
   OR
   
   
3. Hold National Board certification in the core academic subject(s) assigned to teach,
   
   OR
   
   
4. Have a degree, major, or the equivalent of a major in the core academic subjects) assigned to teach
   
   OR
   
   
5. Have satisfactory annual evaluations based upon a uniform State code

With respect to any teacher teaching in a public charter high school, highly qualified teacher means that the teacher meets the certification or licensing requirements set forth in the State's public charter school law. Also, the highly qualified teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis.

1. High school teachers who teach in a Title I program hired after 2002-2003
   
   
2. High school teachers of core academic subjects by the end of the 2005-2006 school year (States, however, will need to report all teachers assigned to high school core academic subjects who are not "highly qualified" by the 2003-2004 school year.)
   
   

1. In the first column, list the "core academic subjects" identified in the No Child Left Behind Act: English, Reading or Language Arts, Mathematics, Science, Foreign Language, Civics and Government, Economics, Arts, History, and Geography.
   
   
2. In the second column, list the state's endorsement areas. These should be available from the state agency, board, or commission that is responsible for the certification of teachers. The endorsement requirements must be aligned with State’s academic content standards.
   
   Note that there may not be a direct alignment of the "core academic subjects" with the state endorsement list. As illustrated in the prototype above, four of five related subjects in the core academic subjects (civics and government, economics, history, and geography) are included within the state's "social studies" endorsement areas. The "English" category that appears in the prototype makes alignment much simpler.
   
   Note that the “core academic subject” Reading/Language Arts is included within the English endorsement in the State illustrated above. The "core academic subject" Science (not included above) may create additional alignment challenge[S] with the State's endorsement list. In at least some states, a science endorsement only applies to science subject offered in junior high/middle schools. Separate State endorsements are offered in biology, chemistry, and physics.
   
   
3. In the third column, list the subjects the teacher is "qualified to teach." This list can be obtained again from the respective state agency, board, or commission. Some states may use a simple face validity approach: for example, any subject that the school district counts toward the academic graduation requirement in English, may be taught by a person with an English endorsement. This approach, however, may not be acceptable under the No Child Left Behind Act regulations.
   
   
4. In the fourth column, "Subjects Offered," list each subject in the high school that counts toward academic graduation requirements. Align those subjects with the subjects listed in columns (1) and (2). A state may authorize an English teacher to be legally assigned to any subject carrying English academic credit while the No Child Left Behind Act appears to require specific subjects or the passing of an endorsement test. The English teachers assigned to teach "drama" or "journalism" may meet state assignment requirements but not meet the No Child Left Behind Act requirements. The U.S. Department of Education is and will continue to issue regulations and guidelines for interpretation of the law.
   
   The high school’s subjects may be delivered by highly qualified teachers in various instructional approaches, e.g., courses, modules, independent study, distance learning.
   
   
5. Next, the principal should list in column (5), the names of the "Teachers Assigned" to each subject offered.
   
   
6. In order to determine "Status," column (6), the high school principal should review the definitions of "Highly Qualified Teacher" and code each teacher using the following designations:

1. New teachers meeting highly qualified teacher requirements
   
   
2. Experienced teachers meeting highly qualified teacher requirements
   
   
3. Meets experience requirements under the "Have satisfactory annual evaluations based upon a uniform state code"
   
   
4. Does not meet highly qualified teacher requirements, (For example, teacher holds a substandard certificate.)

In both C and D above, the principal should contact the state education agency representative and/or the Title II Coordinator who will be able to explain the State's certification and assignment policies (each state has developed unique requirements for certification and assignment). Principals and high school teachers should NOT assume that a certification/assignment policy in one state would be acceptable in another.

All teachers who are listed under (D) do not meet the No Child Left Behind Act requirements for highly qualified teachers. The school district should then determine how it will meet the federal requirements for reducing the number of high school teachers who are not highly qualified.

Vocational/Technical Teachers

A question that high school teachers and principals are asking relates to assignments for vocational/technical teachers. Vocational/technical teachers who are assigned to teach "core academic subjects" must meet the definition and requirements established in the No Child Left Behind Act.