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NO CHILD LEFT BEHIND ACT (P.L. 107-110)
Participation of private school students and teachers
Introduction
This brochure provides an account of the professional development opportunities available to private school teachers, principals, administrators, and other school personnel under the No Child Left Behind Act (NCLBA), which reauthorizes the Elementary and Secondary Education Act (ESEA). Although private school students and teachers may participate in other NCLBA programs, this brochure only lists the titles which have professional development opportunities and include private schools. Please refer to the summary brochure on NCLBA for a full list of programs in which private school students and teachers may participate. The complete text of NCLBA is also available at www.ed.gov/nclb.
NCLBA allows for great flexibility in services for professional development. Private school representatives are encouraged to design programs that can best serve the specific needs of the teachers or private school students and other school personnel in their schools and dioceses. Representatives of private schools are advised to think of creative ways to maximize the services provided by through NCLBA to create the most beneficial professional development programs for their educators, administrators, and other school personnel.
TITLE I: Improving the Academic Achievement of the Disadvantaged
Part A: Improving Basic Programs Operated by Local Educational Agencies
Private school teachers, principals, paraprofessionals, pupil services personnel, parents, and other staff, whose students participate in Title I, are eligible to obtain services that effectively provide high-quality and continuous professional development programs and activities that will enable and ensure that all children meet academic achievement standards. [Section 1114 (a) (4) and Section 1114 (b) (1) (D)]
Private school Title I programs offer opportunities for the professional development of teachers, principals, paraprofessionals, pupil services personnel, parents, and other staff who work with children participating in the Title I program. This can include regular private school classroom teachers who have Title I students in their classrooms. Private school Title I programs should provide professional development that promotes the integration of Title I program services into the Title I students' regular school program. [Section 1115 (c) (1) (F) and (d)]
Part B: Student Reading Skills Improvement Grants
Subpart 1: Reading First
One of the purposes of Title I Part B is to offer assistance to state education agencies (SEAs) and local education agencies (LEAs) in preparing teachers and special education teachers through professional development. This includes the equitable participation of private school teachers. These programs should enable teachers to identify particular learning barriers for children and consequently, help teachers educate their students more effectively. [Section 1201 (2)]
Services provided through this program may be used to provide professional development in all of the fundamental aspects of reading instruction for private school teachers of kindergarten through grade three and private school special education teachers of kindergarten though grade twelve if the private school is located in or has students residing in an LEA's Reading First target area. These programs should include information on instructional materials and strategies based on scientifically-based reading research. Also, they should involve instruction in the use of classroom-based instructional reading assessments and other procedures to help identify children who are struggling with reading. [Section 1202 (c) (7) (A) (ff) (iv) (I) and Section 1202 (d) (3) (A) (i) and (ii) (I) (II)]
Part C: Education of Migratory Children
Private school teachers of migratory children may obtain such services as professional development programs, including mentoring. [Section 1303 (c) (6) (B)]
TITLE II: Preparing, Training, and Recruiting High Quality Teachers and Principals
Part A: Teacher and Principal Training and Recruiting Fund
Through this program, private school teachers and principals may receive services that support teacher mentoring, team teaching, and intensive professional development. Services should develop and use strategies, such as distance learning and peer networks, to conduct intensive professional development. Also, services can support professional development programs for principals that help them to develop and support effective leadership qualities. [Section 2113 (c) (2) (A), (c) (10), and (c) (13)]
In addition, private school teachers and principals may obtain services that provide professional development activities to enhance their knowledge of one or more core academic subjects. These professional development programs should involve effective instructional strategies and practices to improve teaching methods and student performances. Such effective instructional strategies and practices could involve collaborative groups of teachers and administrators which offer training in how to teach and address the needs of students with different learning styles, including students with learning disabilities or other special needs, gifted and talented students, and students with limited English proficiency. Other professional development programs could provide training in methods of improving classroom behavior as well as identifying early and appropriate interventions to aid students with varied learning styles and needs. Moreover, professional development activities could offer training to teachers and principals in how to involve parents in their child's education, particularly parents of children with limited English proficiency and immigrant children. [Section 2123 (a) (3) (A) (i), (ii), (iii), and (iv)]
Services provided through this program may include the creation and institution of professional development programs to train teachers and principals in technology literacy as well as to help them integrate technology into curricula and instruction. These professional development programs may be provided through partnerships, including institutions of higher education. [Section 2123 (a) (5) (A)]
Part B: Math and Science Partnerships
Through this program, private school teachers whose private schools are located in an LEA participating in the Math and Science Partnership program may obtain services that offer activities to enhance and continue professional development in math and science by improving knowledge of the subject matter. Services may support the creation and operation of math and science summer institutes or workshops, including follow-up training for elementary and secondary math and science teachers. Additionally, professional development opportunities could include activities such as curriculum alignment and distance learning, to train teachers in using technology in their classrooms. Services may also involve programs to aid a math or science teacher in providing professional development to other math and science teachers in that school. [Section 2202 (c) (1), (c) (3) (B) (iii), and (c) (7)]
Part D: Enhancing Education Through Technology
One of the purposes of Title II Part D is to encourage professional development initiatives that equip teachers, principals, and administrators with the knowledge and skills to integrate technology effectively into curricula and instruction. Another purpose is to enhance continued professional development of educators by providing constant access to training and current research in teaching and learning through technology. [ Section 2402 (a) (4) and (a) (5)]
Private school teachers and other education personnel may obtain services that provide on-going, research-based professional development that includes connecting technologies with curricula, using technologies to create new learning environments, enabling teachers to use the internet and assess internet-based learning resources, and helping to improve classroom instruction in the core academic subjects. [Section 2415 (A), (B) (i) (ii), and (C) and Section 2416 (a) (1)]
TITLE III: Language Instruction for Limited English Proficient and Immigrant Students
Part A: English Language Acquisition, Language Enhancement, and Academic Achievement Act
Private school teachers, principals, and administrators whose students are eligible for Title III Part A services may receive services that provide high-quality professional development programs that help to improve the instruction and assessment of limited English proficient students. These professional development programs also should enhance the ability of these teachers in understanding and implementing curricula, assessment measures and instruction strategies for limited English proficient students. The professional development activities should be founded on scientifically-based research demonstrating the effectiveness of the programs in increasing students' English proficiency and knowledge of the subject matter as well as heightening teachers' subject matter knowledge, teaching skill and classroom performance. [Section 3115 (c) (2) (A),(B), (C), and (D)]
TITLE IV: 21ST Century Schools
Part A: Safe and Drug-Free Schools and Communities
Through this program, services provided to private school teachers and other school personnel may include opportunities for professional development in prevention, training, education, early identification and intervention, mentoring, or rehabilitation referral, as related to drug and violence prevention. [Section 4115 (b) (2) (D)]
TITLE V: Promoting Informed Parental Choice and Innovative Programs
Part A: Innovative Programs
One of the purposes of Title V Part A is to offer professional development opportunities
to improve student and teacher classroom performance. [Section 5101 (a) (5)]
Private school teachers and other educational personnel may obtain services that offer professional development activities in accordance with Title II. These programs should provide teachers, principals, and administrators with the knowledge and skills to help students meet challenging academic standards. In addition, these services may assist teachers, school library media personnel, and other school personnel on how to use technology effectively in the classroom and in the school library media center. [Section 5131 (a) (1) and (2)]
Part D: Gifted and Talented Students
In LEAs participating in this program, private school teachers, including leadership personnel, are eligible for professional development opportunities that include fellowships for teaching gifted and talented students. [Section 5463 (b) (2)]
ADDITIONAL RESOURCES
| NCLBA Issue Brochures | NCLBA Program Brochures |
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For more information, contact: | |
| Department of Education U. S. Conference of Catholic Bishops 3211 4th Street, NE Washington, DC 20017 PH: 202/541-3132 FAX: 202/541-3390 E-mail: federal@usccb.org |
Office of NonPublic Education U. S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-3600 PH: 202/401-1365 FAX: 202/401-1368 Web: www.ed.gov/offices/OIIA/NonPublic |