Improving Teacher & Principal QualityCalifornia's plan to implement ESEA Title II, Part A regulations/requirements to prepare, train, and recruit qualified teachers and principals.
The California Department of Education (CDE) believes that the teacher is at the heart of student academic success and therefore key to closing the achievement gap between poor and minority students and their more affluent peers. Teachers who are appropriately credentialed have a deep understanding of the content they teach, have been trained in a variety of instructional strategies, and are in the best position to aid California students in reaching academic proficiency. The CDE is committed to ensuring that highly qualified, experienced, and effective teachers teach all students, regardless of ethnicity or socio-economic status. Equally the CDE is committed to ensuring that every child has the same opportunity to attend a school with an effective, experienced administrator.
California's 2016 State Plan to Ensure Equitable Access to Excellent Educators (PDF)
This plan details a theory of action, updated data and analysis, and progress toward achieving equitable access to excellent teachers and leaders for all students.
California's 2015 State Plan to Ensure Equitable Access to Excellent Educators (PDF)
This plan details a theory of action and progress toward achieving equitable access to excellent teachers and leaders for all students.
California’s Teacher Equity Plan (TEP) (DOC)
Addresses Requirement Six of the State’s Plan for Highly Qualified Teachers (HQT), written and approved by the State Board of Education (SBE) in September 2010. It reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers.
Teacher Requirements under the Every Student Succeeds Act (ESSA) Frequently Asked Questions
Frequently asked questions regarding teacher requirements under ESSA.
ESEA requirements for paraprofessionals working in Title I programs.
Educator Evaluation Systems
Information for districts, the general public, and interested parties who wish to learn more about Teacher and Principal Evaluation at the local, state, and national levels.
State and Federal Resources and Guidance
Related guidance, resources, templates, and forms for ESEA, Improving Teacher and Principal Quality.
Title II Services for Private Schools
Title II, Part A requires that Local educational agencies provides eligible elementary and secondary private schools teachers, principals, and other educational personnel with Title II, Part A educational services that are equitable in comparison to services provided teachers, principals, and other educational personnel in public schools.
Annual Report to the Legislature
The Annual Report to the Legislature details requirements of the Elementary and Secondary Education (ESEA) Act of 2001 with respect to preparing, training, recruiting, and retaining highly qualified teachers (HQT) and principals.
Regulations and Requirements
California Code of Regulations
To access the relevant section of the regulations, follow these steps:
- Browse to the above Web site.
- Select the hyperlink "Title 5. Education."
- A pop-up warning will appear. Choose the link "Continue to WebLinks."
- Expand the item "Division 1. California Department of Education."
- Then expand the item "Chapter 6. Certified Personnel."
- And, finally expand the item "Subchapter 7."
- You will now be able to expand Article 1 through 6 to view links with information.
Sample Notifications for Title I Programs
The two templates for parent notifications, as required by Title II, Part A, may be modified by schools for communications with local parents.
Federal law requires that parents be notified at the beginning and/or when appropriate anytime during each year of their right to know the professional qualifications of their child's teacher(s).
Federal law requires that parents be notified when their child has been taught for four or more consecutive weeks by a teacher who has not met State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.