Blank Housse Rubric Georgia Form

1. What is the purpose of the HOUSSE Rubric in Georgia?

   The HOUSSE Rubric, or Highly Objective Uniform State Standard of Evaluation, serves as an assessment tool designed to evaluate the competency of veteran teachers in core academic subjects. It is particularly useful for those who have not met the content or testing requirements to be classified as “highly qualified.” This evaluation is essential for ensuring that teachers possess the necessary skills and knowledge to provide quality education.

2. Who is eligible to use the HOUSSE Rubric?

   Eligibility for the HOUSSE Rubric is limited to specific groups. It is primarily available for:

   • Veteran special education teachers who are the teacher of record for multiple subjects.
   • Returning retired teachers.
   • Teachers holding life certificates.

   Regular education teachers may also use HOUSSE to demonstrate their qualifications, but it cannot change their certification status.

3. What are the requirements for a teacher to be assessed using the HOUSSE Rubric?

   To qualify for assessment under the HOUSSE Rubric, a teacher must have at least three years of successful teaching experience in a core academic content area. This experience must be documented through annual performance evaluations. Additionally, teachers must meet other criteria outlined in the Georgia Implementation Guidelines for Highly Qualified Teachers.

4. What core academic content areas does the HOUSSE Rubric cover?

   The HOUSSE Rubric encompasses a variety of core academic content areas, including:

   • English
   • Reading
   • Language Arts
   • Mathematics
   • Broad-field Science (e.g., Physics, Biology, Chemistry)
   • Foreign Languages
   • Broad-field Social Studies (e.g., Civics, Government, Economics, History, Geography)
   • The Arts (e.g., Visual Arts, Music, Band, Chorus)

   A complete HOUSSE Rubric is required for each core academic area applicable to the teacher.

5. How does the HOUSSE Rubric assess teacher effectiveness?

   Teacher effectiveness is evaluated based on a teacher's impact on student achievement over a minimum of three years. This assessment may include various data points, such as:

   • Georgia High School Graduation Test (GHSGT)
   • Individualized Education Program (IEP) outcomes
   • Pre/post tests in core academic subjects
   • End of Course Tests (EOCT)
   • Criterion-Referenced Competency Tests (CRCT)
   • Standardized Achievement Tests, such as the Iowa Test of Basic Skills (ITBS)
   • Portfolio Assessments

   These data points help substantiate claims regarding the teacher's positive influence on student learning.

6. What documentation is required for the HOUSSE Rubric?

   Teachers must prepare a complete HOUSSE Rubric for each core academic content area they wish to be assessed in. This includes documentation of their years of experience, college coursework, professional activities related to the content area, scholarship, and evidence of teacher effectiveness. Signatures from the teacher, principal, and superintendent or designee are also necessary to validate the assessment.

Filling out the Georgia HOUSSE Rubric form correctly is crucial for veteran teachers seeking to demonstrate their qualifications. However, several common mistakes can hinder this process. Understanding these pitfalls can help ensure a smooth submission.

One frequent error is incomplete information. Teachers often fail to provide all required details, such as their teaching field or years of experience. Each section of the form must be filled out completely to avoid delays in processing.

Another common mistake involves incorrect documentation. Teachers may submit documents that do not align with the core academic content area they are applying for. It is essential to ensure that all supporting materials directly relate to the specific subject area to meet the evaluation criteria.

Some individuals also overlook the recency requirement for professional activities. Activities must be recent, typically within the last seven years. Failing to adhere to this timeline can result in disqualification of certain experiences.

Additionally, teachers sometimes misinterpret the criteria for scholarship in the content area. It is not enough to simply list accomplishments; they must be relevant and demonstrate a clear connection to the core academic subject being evaluated.

Another mistake is the failure to provide evidence of teacher effectiveness. Teachers need to include assessment data that illustrates their impact on student achievement. Without this data, claims of effectiveness may not be substantiated, leading to potential rejection of the application.

Teachers may also neglect to obtain necessary approvals from administrators. The form requires signatures from the principal and superintendent or their designees. Missing these signatures can delay the submission process significantly.

In some cases, individuals may submit outdated versions of the form. It is crucial to ensure that the most current version is being used, as guidelines and requirements can change over time.

Another common oversight is not keeping track of deadlines. Each submission must adhere to specific timelines, and missing these deadlines can result in the inability to apply for the HOUSSE assessment.

Lastly, teachers often fail to review their submissions for accuracy. Simple typographical errors or inconsistencies can lead to misunderstandings or misinterpretations by evaluators. A thorough review can prevent these mistakes.

By being aware of these common errors, teachers can take proactive steps to ensure that their HOUSSE Rubric form is completed accurately and effectively, enhancing their chances of being recognized as highly qualified.

The Georgia HOUSSE Rubric is a vital tool for evaluating veteran teachers. However, several other forms and documents are often used in conjunction with it to support the certification process and ensure compliance with educational standards. Below is a list of these important documents.

• Highly Qualified Teacher (HQT) Documentation - This form provides evidence that a teacher meets the criteria established under the No Child Left Behind Act. It includes details about the teacher's qualifications and competencies in core academic subjects.
• Teacher Performance Evaluation - This document assesses a teacher's effectiveness in the classroom. It typically includes observations, student performance data, and feedback from peers and administrators.
• Professional Learning Unit (PLU) Records - Teachers must document their professional development activities. PLUs are awarded for training and coursework that enhance teaching skills and knowledge in specific content areas.
• Individualized Education Program (IEP) - For special education teachers, the IEP outlines specific educational goals and services for students with disabilities. It ensures that teachers are equipped to meet diverse learning needs.
• Content Area Coursework Transcripts - These transcripts verify that teachers have completed college-level coursework in their respective content areas. They are essential for establishing subject-matter competency.
• Teaching Certificate Application - This application is submitted to obtain or renew a teaching certificate. It includes personal information, educational background, and proof of qualifications.
• Employment History Record - This document details a teacher's previous teaching positions, including the schools attended, subjects taught, and years of experience. It helps in assessing eligibility for the HOUSSE.
• Assessment Data Reports - These reports provide quantitative data on student performance, which can demonstrate a teacher's effectiveness in improving student achievement over time.
• State Certification Renewal Application - This application is necessary for teachers to maintain their certification. It often requires proof of continued professional development and adherence to state standards.

These documents work together with the HOUSSE Rubric to create a comprehensive evaluation framework for teachers in Georgia. Ensuring that all forms are completed accurately and submitted on time is crucial for maintaining educational standards and supporting teacher effectiveness.

The HOUSSE Rubric in Georgia shares similarities with several other documents used for evaluating teacher qualifications and competencies. Below are six documents that are comparable, along with a brief explanation of how they relate to the HOUSSE Rubric.

• Highly Qualified Teacher (HQT) Documentation: This document verifies that a teacher meets the federal requirements under the No Child Left Behind Act. Similar to the HOUSSE Rubric, it assesses a teacher's qualifications in core academic subjects.
• Teacher Performance Evaluation (TPE): The TPE assesses a teacher's effectiveness in the classroom. Like the HOUSSE, it considers years of experience and performance metrics, contributing to the determination of a teacher's competency.
• Professional Learning Unit (PLU) Documentation: PLUs are credits earned through professional development. This is similar to the HOUSSE in that both require ongoing education and training to maintain or improve teaching qualifications.
• Georgia Teacher Certification Application: This application outlines the requirements for teacher certification in Georgia. The HOUSSE Rubric is one method to demonstrate competency, making both documents essential for certification processes.
• End of Course Test (EOCT) Results: EOCT results provide data on student performance in specific subjects. The HOUSSE Rubric uses similar assessment data to evaluate a teacher's effectiveness in impacting student achievement.
• Individualized Education Program (IEP) Documentation: For special education teachers, IEPs outline specific educational goals for students. The HOUSSE Rubric supports special education teachers in demonstrating their qualifications, paralleling the individualized approach of IEPs.

When filling out the HOUSSE Rubric Georgia form, there are important guidelines to follow. Here are nine things you should and shouldn't do:

• Do ensure you meet the eligibility criteria before applying.
• Don't submit incomplete forms; all sections must be filled out accurately.
• Do provide clear and specific examples of your teaching experience.
• Don't use vague language; be precise about your qualifications.
• Do include relevant coursework that aligns with the core academic content area.
• Don't list unrelated experiences that do not pertain to the subject area.
• Do gather supporting documentation to substantiate your claims.
• Don't forget to obtain necessary signatures from your principal and superintendent.
• Do review the form thoroughly before submission to avoid errors.

Following these guidelines can enhance your application and help ensure a smoother process.

Misconceptions about the Georgia HOUSSE Rubric can lead to confusion for educators navigating certification requirements. Here are six common misunderstandings:

• HOUSSE is only for special education teachers. This is incorrect. While it is available to veteran special education teachers, regular education teachers can also use HOUSSE to demonstrate their qualifications.
• HOUSSE guarantees certification. Not true. The HOUSSE Rubric is a tool for assessment, but it does not automatically change a teacher's certification status. It merely helps verify competency in specific subject areas.
• Any teaching experience counts toward HOUSSE requirements. This is misleading. Only experience in core academic subjects at the appropriate educational level counts. Experience must be documented and relevant to the specific content area.
• HOUSSE is a one-time assessment. This is a misconception. Teachers may need to provide ongoing evidence of their qualifications, and the assessment can be revisited as needed to reflect current competencies.
• HOUSSE applies to all teachers, regardless of their background. This is not accurate. HOUSSE is specifically designed for veteran teachers who meet certain criteria, including years of experience and prior certification status.
• Completing the HOUSSE Rubric is optional for eligible teachers. This is misleading. For those who do not meet the "highly qualified" criteria through testing, completing the HOUSSE Rubric is a necessary step to demonstrate competency in their teaching areas.

Understanding these misconceptions can help educators better navigate the certification process and ensure they meet the necessary requirements to teach effectively in Georgia.

Here are key takeaways regarding the use of the HOUSSE Rubric Georgia form:

• The HOUSSE Rubric is designed to assess veteran teachers' competencies in specific academic subjects.
• It is applicable for teachers who are fully certified but do not meet the “highly qualified” status due to content or testing requirements.
• Eligibility includes veteran special education teachers, returning retired teachers, and those holding life certificates.
• A minimum of three years of successful teaching experience in the core academic subject is required.
• Regular education teachers can use the HOUSSE to be assessed as “highly qualified,” but it does not change their certification status.
• Special education teachers may add core academic content concentrations to their certificates through the HOUSSE.
• The Local Education Agency (LEA) administrator must complete the rubric for each core academic area being assessed.
• Each core academic area requires a separate HOUSSE Rubric, including subjects like English, mathematics, and the arts.
• Documentation of professional activities and accomplishments in the content area is essential for successful evaluation.