Academic Affairs

Wisconsin ESEA Title II
Improving Teacher Quality Program

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Grant Competition for Institutions of Higher Education in Wisconsin

Acronyms, Abbreviations, and Definitions

ARTS AND SCIENCES
When referring to an organization unit of an institution of higher education, any academic unit that offers one or more academic majors in disciplines or content areas corresponding to the academic subjects in which teachers teach; an when referring to a specific academic subject, the disciplines or content areas in which an academic major is offered by an organizational unit (Title II, Part A, section 2102).

CESA
Cooperative Educational Service Agency. There are twelve such agencies, or districts, in Wisconsin.

Core subjects
For this program the core subjects are defined to be “English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography” (NCLB Title IX, Part A, section 911).

DPI
Department of Public Instruction.

Eligible Partnership
An Eligible Partnership is an entity that includes (i.) a private or state institution of higher education and the division of the institution that prepares teachers and principals AND (ii.) a school of arts and sciences AND (iii.) a high-need LEA.” The Eligible Partnership may include another education related entity. (NCLB Title II, Part A, Subpart 3, Section 2132)

ESEA
Elementary and Secondary Education Act of 1965

HIGH-NEED LEA
An LEA that serves not fewer than 10,000 children from families with incomes below the poverty line; or for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or for which there is a high percentage of teachers with emergency, provisional, or temporary certification of licensing (Title II, Part A, section 2102).

HIGHLY-QUALIFIED TEACHER

  1. When the term “highly-qualified teacher” is used with respect to any public elementary school or secondary school teacher teaching in a State, it means that:
    • The teacher hasobtained full State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination, and holds a license to teach in such State, except that when the term is used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the certification or licensing requirements set forth in the State’s public charter school law; and
    • The teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis.
  2. When the term “highly-qualified teacher” is used with respect to:
    1. An elementary school teacher who is new to the profession, it means that the teacher has met the requirements of paragraph (A) above, and:
      • Holds at least a bachelor’s degree; and
      • Has demonstrated, by passing a rigorous State test, subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, writing, mathematics, and other areas of basic elementary school curriculum); or
    2. A middle school or secondary teacher who is new to the profession, it means that the teacher has met the requirements of paragraph (A) above, holds at least a bachelor’s degree, and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by:
      • Passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches (which may consist of a passing level of performance on a State-required certification or licensing test or tests in each of the academic subjects in which the teacher teaches); or
      • Successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing.
  3. When the term “highly-qualified teacher” is used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, it means that the teacher has met the requirements of paragraph (A) above and:
    • Holds at least a bachelor’s degree,
    • Has met the applicable standard in the clauses of sub-paragraph (B), which includes an option for a test; or
    • Demonstrates competence in all the academic subjects in which the teacher teachers based on a high objective uniform State standard of evaluation that-
      1. Is set by the State for both grade appropriate academic subject matter knowledge and teaching skills;
      2. Is aligned with challenging State academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;
      3. Provides objective, coherent information about the teacher’s attainment of core content knowledge in the academic subjects in which a teachers teaches;
      4. Is applied uniformly to all teachers in the same academic subject and the same grade level throughout the State;
      5. Takes into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject;
      6. Is made available to the public upon request; and
      7. May involve multiple, objective measures of teacher competency. [Title IX, Part A, section 9101 (23)]

IHE
Institution of Higher Education. This includes both private and public institutions. It includes both two-year and four-year institutions.

LEA
A Local Education Agency. This may be a single public school, a public school district, or a consortium of public schools or districts. For example, one of the CESA districts could serve as the LEA for purposes of this program. Note: While teachers of private schools are eligible to participate in Eisenhower projects, private schools may not serve as the LEA.

NCLB
No Child Left Behind Act of 2001

Professional Development Activities
Activities that –

  1. improve and increase teachers’ knowledge of the academic subject they teach;
  2. are an integral part of broad school-wide and district-wide educational improvement plans;
  3. give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state content standards;
  4. improve classroom management skills;
  5. are high quality, sustained, intensive, and classroom focused;
  6. are not 1-day or short-term workshops or conferences;
  7. advance teacher understanding of effective instructional strategies that are scientifically based and improve student academic achievement;
  8. are aligned with state content standards and curricula tied to these standards;
  9. are developed with extensive participation of teachers, principals, parents, and administrators;
  10. are regularly evaluated for their impact on increased teacher effectiveness and improved student achievement.” (NCLB Title IX, Section 9101)

SAE
State Agency for Education. This is the state agency that is responsible for K-12 education. In Wisconsin the SAE is DPI

SAHE
State Agency for Higher Education. In Wisconsin the SAHE is UW System

Scientifically Based Research

  1. means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and
  2. includes research that –
    1. employs systematic, empirical methods that draw on observation or experiment;
    2. involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
    3. relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;
    4. is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;
    5. ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and
    6. has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.” (NCLB Title IX, Part A, Section 9101)

UW System
University of Wisconsin System

WINSS
Wisconsin Information Network for Successful Schools