Each year, schools and districts must report to their School Boards and taxpayers the percentage of core academic classes taught by teachers who are not HQT (Highly Qualified Teacher) for those assignments, in addition to information related to the professional qualifications of the staff. The reporting is a requirement of ESEA, the Elementary and Secondary Education Act. This memo is regarding the 2009-2010 school year data.

In the 2009-2010 school year, the Vermont Department of Education reported that Rutland City Public Schools had 5.13% of its core academic classes taught by teachers who were not HQT for those assignments. The same reported noted that .4% of all classes were taught by teachers under emergency licenses. Specific information regarding each school follows below.

An analysis of the report reveals that the percentage of core academic classes taught by non-HQT teachers, referenced above, is driven by two specialty areas. Special education and alternative settings remain areas where our schools, and many schools around the State, are challenged to meet the HQT requirements. In special education and our alternative settings, by the nature of the work, teachers are teaching content in many academic areas. While they consult with core content teachers, if those special education or alternative teachers are the “lead instructors” and they have not achieved HQT status in all core academic areas they are teaching, then the state notifies us of that fact.

Our plans for addressing the HQT instructional issue include the use of technology and oversight of teachers by those who are HQT.

School % of core academic classes taught by non-HQT teachers % of all classes taught by emergency licensed teachers Professional qualifications of the Staff:

% of faculty who have achieved a Master’s degree or higher

Rutland Intermediate 0% 1.64% 59%
Rutland Middle School 5.11% 0% 51%
Rutland NE Primary 0% 0% 50%
Rutland NW School 0% 0% 51%
Rutland High School 4.68% 0% 60 %
Stafford Tech Center 31.82% 0% 24 %