VPSS courses are designed to enable teachers in secondary special education, secondary alternative programs, or secondary Small Rural School Achievement Programs to meet NCLB highly qualified teacher requirements.
VPSS Professional Development courses provide participants with the rigorous content knowledge and the effective secondary-level instructional strategies necessary to enable students to meet secondary content standards.
Tier I and Tier II courses are provided in the core subject areas of English / Language Arts, Math, Science and Social Studies.
Each course is 36 hours.
Course content and processes are built around the secondary content standards, the secondary CSTs, the CAHSEE and the California Standards for the Teaching Profession.
VPSS is a state-approved advanced certification process by which teachers in "special settings" have an additional option to become compliant with No Child Left Behind legislation.
VPSS combines subject matter coursework from an accredited college or university and professional development that is intensive and focused on the subject matter content specified in the California standards, frameworks and Commission on Teacher Credentialing (CTC) subject matter assessments. The specifications for the professional development component cover content aligned to the CTC Subject Matter Requirements (SMRs) and thus the content of the California Subject Examinations for Teachers (CSET) Single Subject Examinations, the California Core Academic Standards, the CAHSEE and the CSTs. The professional development incorporates theory and practice, is organized in two levels, and meets the NCLB criteria for high quality professional development. The duration of the modules is designed to meet the need for sufficient intensity of the training.
To demonstrate NCLB High Quality Teacher compliance using the VPSS Process the teacher must:
- Have at least a bachelor's degree;
- Have a California State credential or have an Intern Certificate/Credential for no more than three years;
- Have demonstrated NCLB High Quality Teacher compliance in one NCLB Core Academic Subject as defined in NCLB (20 U.S.C. 9101 ) including elementary multiple subjects; and know that...
- VPSS is designed for teachers who teach two or more core academic subjects in the following settings:
Secondary Special Education Setting:
A secondary special education teacher is eligible for this process if providing primary instruction in core academic subjects to students with disabilities who are not assessed with the California Alternative Performance Assessment (CAPA), regardless of the instructional setting. A special education teacher must be NCLB-compliant in one core academic subject or elementary multiple subjects and has up to three years from date of assignment as an eligible teacher to demonstrate subject matter competence in the four core academic subjects (e.g. English, mathematics, science, and social science).
Secondary Alternative Programs:
As specified by California Education Code (EC) Section 44865, secondary alternative programs are limited to the following: home teacher; hospital classes; necessary small high schools; continuation schools; alternative schools; opportunity schools; juvenile court schools; county community schools; and community day schools. Teachers must be NCLB compliant in either English, mathematics, science, or social science and have up to three years from date of assignment as an eligible teacher to utilize the Subject Matter Verification Process for Secondary Teachers in Special Settings.
Secondary Small Rural School Achievement (SRSA) Programs:
Teachers must be NCLB compliant in either English, mathematics, science, or social science, and have up to three years from date of assignment as an eligible teacher to utilize this verification process. The teachers in this setting have options for demonstrating core academic subject matter competence under the SRSA flexibility granted by the ED.
Independent Study is an alternative instructional strategy and not an alternative curriculum. Teachers in these secondary special settings who use the independent study instructional strategy would be eligible to use the Subject Matter Verification Process.
To demonstrate NCLB subject matter competency with the Subject Matter Verification Process for Secondary Teachers in Special Settings the teacher must have the equivalent of a subject matter undergraduate major in English, mathematics, science and social science.
If a teacher has less than a major but the equivalent of a minor, 20 total or 10 upper division semester units (or quarter unit-equivalent) in a core academic subject, the teacher must complete a Level 2 High Quality Professional Development Course which meets the high quality professional development specifications and rubrics outlined in the NCLB Teacher Requirements Resource Guide, March 2004 (TRRG), the subject matter specifications in Appendix A (available under "VPSS Information" section on this webpage), and is approved by the superintendent of a district or county office. Please check with your district's Human Resources Department for eligibility.
If the teacher has less than 20 total or 10 upper division semester units (or quarter unit-equivalent) in a core subject, the teacher must complete a Level 1 High Quality Professional Development Course and a Level 2 High Quality Professional Development Course in the core subject. Both levels must meet the high quality professional development specifications and rubrics outlined in the TRRG, the subject matter specifications in Appendix A (available under "VPSS Information" section on this webpage) and are approved by the superintendent of a district or county office. Please check with your district's Human Resources Department for eligibility.
Possible Funding Sources: Title 1, Part A, and Title 2, Part A
This 33 page PDF document is from the California Department of Education.
This PowerPoint Presentation was created by the Los Angeles County Office of Education, and describes the certification process for L.A. County teachers.