Title II, Part A: Teachers and Principals Training and Recruiting Fund
Title II, Part A is intended to increase student academic achievement by improving teacher and principal quality. This includes increasing the number of Highly Qualified teachers in classrooms, improving the skills of principals and assistant principals in schools, and increasing the effectiveness of teachers and principals.
Recruiting, Hiring, and Retaining Highly Qualified Teachers and Principals
Programs and activities designed to improve the quality of the teaching force
Teacher advancement initiatives that emphasize multiple career paths and pay differentiation.
Professional development activities that improve the knowledge of teachers, principals and superintendents
Hiring Highly Qualified teachers to reduce class size
LEAs must conduct an assessment of local needs for professional development and hiring. There should be a clear connection between identified needs and Title IIA activities.
Title II-A Activities must be 1) aligned with state standards; 2) based on a review of research; and 3) designed to have a substantial, measurable, and positive impact on student achievement.
LEAs must target funds to schools that 1) have the lowest proportion of HQ teachers; 2) have the largest average class size; or 3) are identified for school improvement.
LEAs must develop a PD plan that addresses the needs of teachers and principals.
LEAs must ensure that all professional development activities are coordinated with other federal, state, and locally funded PD.
LEAs must ensure that teachers, paraprofessionals, principals, other relevant school personnel, and parents collaborate in the planning of II-A activities.
LEA shall use Title II-A funds to get core content teachers and Title I paras HQ, if necessary.
Mandates and Sanctions
LEAs accredited with a Priority Improvement or Turnaround Plan must enter into a financial agreement with the LEA on its use of Title IIA program funds. Title IIA funds should support professional development strategies the district will use to address its Priority Performance Challenges and Major Improvement Strategies. Identified districts must develop plans using the Unified Improvement Plan template and Title IIA addendum.
Equitable Distribution of Teachers
LEAs must examine and address the issue that less experienced and
qualified teachers are more likely assigned to teach poor and minority
students. Equitable Distribution of Teacher (EDT) displays are available
on SchoolView to assist with this analysis. The display enables users to
examine the distribution of staff within a district by student (i.e.,
poverty, minority) and staff (i.e., teacher experience, Highly Qualified
status) variables. The display also incorporates student growth ratings,
recognizing that data on teacher qualifications and experience, without
an examination of school performance, can have limited utility for
understanding the impact of teacher equity gaps on student learning.
Detailed Directions for accessing EDT Display on SchoolView - pdf
How to analyze the Schoolview EDT display - pdf
The Federal Programs Unit is proud to release its state level Title IIA evaluation summary. CDE, in partnership with OMNI Research, Inc, conducted a state-wide assessment of Title II, Part A activities. The main focus of the study was to examine districts’ spending patterns with their Title IIA funds. In comparing early spending patterns (2003-04) with more recent patterns (2008-09), CDE was able to confirm that many districts did shift their budgets as encouraged. More than half of the available Title IIA dollars are invested in professional development (e.g., coaching, mentoring, ongoing training).
Legislation and Guidance
CDE’s Highly Qualified Teacher Plan (Approved by USDE - November 2006)
Amendments to State Plan (Approved by USDE - January 2009) -pdf
Amendments to State Plan (Approved by USDE - July 2012) - pdf
High Quality Professional Development
The term professional development includes activities that:
Improve and increase teachers' knowledge of the subjects they teach and enable teachers to become Highly Qualified
Are an integral part of broad schoolwide and districtwide educational improvement plans
Are high quality, sustained, intensive, and classroom-focused
Are not 1-day or short-term workshops or conferences
Advance teacher understanding of effective instructional strategies that are based on scientifically based research
Additional Teacher and Principal Quality Resources
For Additional Information Contact:
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