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Educational Requirements, Licensure, and Accreditation

What Makes a Highly Qualified Teacher?
What Does the Law Say About Highly Qualified Teachers?
Licensure Requirements for Special Education Teachers
School Accreditation
CEC-Recognized Programs
Requirements for Paraeducators
U.S. News and World Report Rankings

What Makes a Highly Qualified Teacher?

Teachers are considered to be highly qualified if they 1) have a bachelor’s degree; 2) have a full state certification; and 3) have demonstrated subject-matter competence in the area(s) taught. The highly qualified teacher requirements apply only to teachers providing direct instruction in core academic subjects. Special educators who do not directly instruct students in core academic subjects or who provide only consultation to highly qualified teachers in adapting curricula, using behavioral supports and interventions, or selecting appropriate accommodations do not need to demonstrate subject-matter competency in those subjects.

It is essential that the critical role special education teachers fulfill in the delivery of instruction be understood. Special education teachers exemplify the highest level of educational competence. The knowledge and skills licensed special education teachers possess enable them to develop individualized curriculum, effective learning strategies, and appropriate assessments for a wide range of students with disabilities in a variety of settings. Special educators have knowledge of liberal arts and general content area curriculum, pedagogy, and the effect of culture and language impact on student learning. These highly skilled educators are essential to the effective delivery of instruction to children and youth with disabilities.

What Does the Law Say About Highly Qualified Teachers?

The highly qualified requirements for special education teachers, as set forth in the 2004 Individuals with Disabilities Education Act (IDEA) and the 2001 No Child Left Behind Act (NCLB), are complex and it is important that special educators understand how these requirements affect them and their practice. NCLB required that all teachers in core academic subjects be highly qualified in the areas of their teaching assignments by the end of the 2005-06 school year. All teachers in programs supported by Title I funds or newly hired after the first day of the 2002-03 school year must be highly qualified at the time of employment.

Licensure Requirements for Special Education Teachers

Each state has different requirements. Click here for links to each state’s licensure requirements and the state departments of education and offices of special education.

School Accreditation

While every state has its own requirements for becoming a teacher, they all require at least a bachelor’s degree from an accredited institution of higher education.

Accreditation in the United States is a voluntary, nongovernmental process in which an institution and its programs are evaluated against standards for measuring quality. Accreditation means that a school meets certain minimum academic standards, as defined by an accrediting body.

The U.S. Secretary and the U.S. Department of Education are not responsible for accrediting institutions of higher education. Instead, accrediting agencies are tasked with accrediting institutions, colleges, universities, and programs. The main accrediting agency for education programs in the United States is the National Council for the Accreditation of Teacher Education (NCATE).

A school must have accreditation from an accrediting body recognized by the U.S. Department of Education to be eligible to participate in the administration of federal student aid programs.

Find out if your college or university is accredited by NCATE.

CEC-Recognized Programs

CEC-recognized programs have been formally reviewed and found to successfully prepare special education candidates for safe and effective practice aligned to the appropriate CEC preparation standards.

Search for CEC-recognized programs on NCATE's Web site.

Requirements for Paraeducators

A paraeducator is a school employee who works under the supervision of teachers or other professional practitioners. Their jobs are instructional in nature and they provide other direct services to children and youth and their families.

Many teacher assistants need only a high school diploma and on-the-job training—however, a college degree or related coursework in child development improves job opportunities. In fact, teacher assistants who work in Title 1 schools—those with a large proportion of students from low-income households—must have college training or proven academic skills.

Paraeducators face new federal requirements as of 2006: they must hold a two-year or higher degree, have a minimum of two years of college, or pass a rigorous state or local assessment.

A number of colleges offer associate degrees or certificate programs that either prepare graduates to work as teacher assistants or provide additional training for current teacher assistants.

CEC’s paraeducator standards.

From U.S. News and World Report:

Comparing Bachelor’s Degree Programs in Special Education
Comparing Graduate Degree Programs in Special Education