TITLE II
Preparing, Training, and Recruiting High Quality Teachers and Principals

The Improving Teacher Quality State Grants program increases student achievement by elevating teacher and principal quality through recruitment, hiring, and retention strategies. The program uses evidence-based professional development interventions to build capacity and strengthen the quality of our certified staff. Title II was created because research shows that teacher quality is correlated with student academic achievement (Sanders and Rivers, 1996). Because each school and professional learning community may face a variety of challenges with respect to teacher quality, this program allows funds to be used for a wide array of interventions that meets local needs and are research-based.

[Title II Resources]

Professional Development

Our goal is the development of professional capabilities in schools to increase student proficiency levels by providing evidence-based training and support strategies to teachers, principals and learning communities.

Deliver classroom practices that accelerate student proficiency through:

• Aligned and engaging curriculum

• Research-based strategies for teaching and learning

• Assessment and effective feedback process

• Safety nets to ensure all students learn

Provide effective leadership and management through:

• High-quality comprehensive  campus planning

• Facilitation of whole school improvement designs

• Resources (re)allocation to meet academic goals

• Enhance school-wide culture of achievement

Retain high-quality staffing through:

• Certification of professional staff

• Certification of paraprofessional staff

• District-sponsored learning experiences

New Teacher Mentoring

It is a goal of Title II to retain high-quality new teachers by providing a systematic process of support services for new teachers to become master teachers in Oklahoma City Public Schools.  Please check this site frequently to see upcoming professional development opportunities for new teachers.

Instructional Facilitator Program

Campus Instructional Facilitators provide a needed role in schools identified for improvement by the State and/or District.

The Instructional Facilitator positions will support regular, bilingual and special education teachers in the implementation and monitoring of the Campus Improvement Plan, rigorous standards-based teaching strategies, and the Oklahoma Priority Academic Student Skills.  The facilitator will work directly with teachers in a targeted school site providing classroom-based demonstrations, collaborative and one-one-one interactions; facilitate teacher inquiry and related professional development.  Instructional facilitators will focus on enhancing teachers' ability to provide instruction that builds students' academic skills, is academically rigorous, addresses curriculum standards through an aligned curriculum framework that enhances students' engagement in and ownership of their learning.

Our Belief Statements

High-quality Professional Development:

• Addresses the specific improvement goals of schools.

• Increases the content knowledge of teachers and their students.

• Is based on evidence of effective instructional design and pedagogy.

• Focuses on implementation of high-impact strategies for instruction.

• Provides an ongoing system of support for effective teaching and leadership.

• Creates effective partnerships to supplement basic resources.

• Is delivered through effective practices for adult learners.

• Uses technology to extend high-quality learning experiences.

• Prioritizes resources to address high-need schools.

• Promotes leadership at all levels.

• Is adjusted based on student data.

Highly Qualified Teachers

Who has to be "highly qualified" under No Child Left Behind?
All public elementary, middle, and high school teachers who teach "core" academic subjects must be "highly qualified" under the new federal law.

What are the "core" academic subjects?
A "core" subject is defined by the federal law as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts (music, theatre, and art), history, and geography.

Note that under the federal law, certificated education professionals in non-"core" academic subjects do not need to meet the new requirements. This includes PE teachers, counselors, librarians, and nurses.

When do teachers have to be "highly qualified" under the federal definition?
The law asks all "core" teachers to be "highly qualified" by June 30, 2006. Teachers newly hired into Title I programs should meet the qualifications prior to being hired.

What does it mean to be "highly qualified" according to NCLB?
To be "highly qualified," a teacher must be fully certified (no waivers or emergency certifications), have a bachelor’s degree, and have demonstrated subject matter competency in each of the "core" academic subjects in which the teacher teaches.

What is the focus of NCLB?
All federal programs are aligned to accomplish the specific goals of NCLB.  Title II program strategies and activities for Professional Development are designed to meet the needs of teachers and administrators in the Oklahoma City School District. 

 

GOAL 1: To strengthen the school’s core academic program so that by 2013-2014 all students (in aggregate and for each subgroup) will demonstrate academic skills at the “proficient” level or above on the State’s assessment and be engaged in high quality teaching and learning.

GOAL 2: To increase the number of students making successful transitions between schools, between school levels including, high school graduation and college access opportunities .

GOAL 3: To increase the level of parental involvement in support of the learning process via communication between school and home.

GOAL 4: To align staff capacities, school processes, and professional development activities to implement effective methods and instructional practices that are supported by scientifically-based research.

GOAL 5: To recruit, staff, and retain highly qualified staff that will implement effective methods and instructional practices.

GOAL 6: To extend academic success by maintaining safe, healthy and engaging learning environments.

What is the HOUSSE?
The HOUSSE (or High Objective Uniform State Standard of Evaluation) is an alternate method for experienced teachers to use to demonstrate that they are “highly qualified.” The Oklahoma State Department of Education has developed a check sheet to meet HOUSSE requirements.

If you need to sign up for teaching exams, you may register online at Oklahoma Commission for Teacher Preparation.