topleft CSBA.org >  Services >  Governance Technology > 

Legal Resources | Title 5 |    6105  

Chapter 6. Certified Personnel Subchapter 7. No Child Left Behind Teacher Requirements Article 2. Elementary Level Teachers. Subject Matter Verification Process for Middle and High School Level Teachers in Special Settings   

arrow Previous bar Next arrow

(a) To use the Subject Matter Verification Process for Middle and High School Level Teachers in Special Settings (VPSS, January 2007), the teacher must be assigned a Hard-to-Staff Setting as defined in section 6100(g):

(1) Have at least a bachelors degree,

(2) Have an Intern Certificate/Credential for no more than three years, or a Credential, as defined in 6100(c).

(3) Have demonstrated compliance in one NCLB Core Academic Subject as defined in the NCLB (20 USC 9101[11]) including elementary multiple subjects.

(b) If a teacher has less than 32 semester non-remedial units but at least 20 total or 10 upper division non-remedial semester units (or quarter unit-equivalent) in a NCLB core academic subject as defined in NCLB section 9101 [11], the teacher must complete a Level 2 High Quality Professional Development Course as defined in section 6100(k) in the NCLB core academic subject. At least 36 hours is required to substantively address subject matter content at Level 2.

(c) If the teacher has less than 20 total or 10 upper division non-remedial semester units (or quarter unit-equivalent) in an NCLB core academic subject, the teacher must complete a Level 1 High Quality Professional Development Course as defined in section 6100(j) and Level 2 High Quality Professional Development Course as defined in section 6100(k) in the NCLB core academic subject. At least 36 hours is required to substantively address subject matter content at Level 1. In addition, teachers must also complete the Level 2 requirements, which include at least an additional 36 hours.

(d) To meet the high quality professional development specifications for the Subject Matter Verification Process for Middle and High School Level Teachers in Special Settings, (VPSS, January 2007) the professional development will be consistent with state-adopted academic content standards, curriculum frameworks and adopted texts, and will incorporate the Assessment of Subject Matter Competency as outlined in the document California's Subject Matter Verification Process for Middle and High School Level Teachers in Special Settings (VPSS, January 2007).

(e) Teachers have up to three years from date of assignment as an eligible teacher to complete the program.

(f) The superintendent of any district/county shall attest that the professional development offered for Level 1 and Level 2 meets the subject matter specifications as outlined in section 6105(b), (c) and (d).

(g) The district/county shall make the master list of approved Level 1 and Level 2 Professional Development available to the public upon request.

Authority cited:

Education Code 12001

Reference:

20 USC 7801(23)

20 USC 6319(a)

Improving Teacher Quality State Grants Title II, Part A Non-Regulatory Draft Guidance December 19, 2002;

Individuals with Disabilities Education Act (IDEA) of 2004 Federal Register of August 14, 2006.

(Amended By Register 2008, No. 21.)