District-Based InitialLicensurePrograms forTEACHERS

The EducationReformAct of1993andtheregula- tionsadoptedbytheBoard in1994authorizeddistricts toestablisheducatorlicen- sureprograms.Thecur- rentregulationspromote thesetypesofprograms, forbothInitialand Professionalteachingand

administrative licenses.

The Regulationsfor EducatorLicensureand PreparationProgram Approval(603CMR7.00) requireallcandidates seekingInitialor Professionallicensesasa teacheroradministratorin Massachusettstocom- pleteaDepartment- approvededucatorprepa- rationprogramorroute. Undertheregulations,the Commissionerof Educationhastheauthori-

ty toapproveanexpanded varietyofeducatorprepa- rationprograms,whether

or nottheyaredegreepro-

grams.

AProgramDeveloper's

Guide

TheCommonwealthofMassachusetts

DepartmentofEducation

BoardofEducationMembers

Mr.JamesA.Peyser,Chairman,Milton Ms.AnnReale,Vice-Chairman,Boston Mr.ChristopherAnderson,Westford Ms.HarneenChernow,JamaicaPlain

Dr.PatriciaPlummer,Chancellor,HigherEducation,Boston

Dr.RobertaR.Schaefer,Worcester Dr.AbigailM.Thernstrom,Lexington Mr.HenryM.Thomas,III,Springfield

Mr.TrevorFrederick,StudentAdvisoryCouncil,Ipswich

Dr.DavidDriscoll,CommissionerofEducation

SecretarytotheBoardofEducation

TheMassachusettsDepartmentofEducation,anAffirmativeActionemployer,iscommittedtoensuring thatallofitsprogramsandfacilitiesareaccessibletoallmembersofthepublic.Wedonotdiscriminate onthebasisofage,color,disability,nationalorigin,race,religion,sex,orsexualorientation.

Copyright©2006MassachusettsDepartmentofEducation. Permissionisherebygrantedtocopyanyor allpartsofthisdocumentfornon-commercialeducationalpurposes.Pleasecreditthe"Massachusetts DepartmentofEducation."

Thisdocumentprintedonrecycledpaper

350MainStreet,Malden,Massachusetts02148-5023#781-338-3300

CommonwealthofMassachusetts-DepartmentofEducation2006

ExecutiveSummary

This guideisdesignedfordistrictandothersponsoringorganizationadministrators andstaffwhowouldliketodevelopandoperatedistrict-basedteacherinitiallicen- sureprograms. Itincludesasubstantiallevelofdetailforthispurposethatcame outoftheexperiencesofthedistrictprogramdirectorswhohavesetupprograms andtheworkofDepartmentstaffandothereducatorswhohavecollaboratedwith them.

The firstsectionoftheguidegivesanoverviewofthepertinentregulationsandthe gamutofthetypesofprogramsthathavebeendeveloped,followedbyalistofthe benefitsforsponsoringorganizationsthatruntheseprograms. TheDepartment's programapprovalprocessisdescribednextstartingwiththeinformalreview,which isadocumentreviewofthecompleteproposedprogram,andtheformalapproval review,whichisanonsitepeerreviewaftertheprogramhasbeeninformally reviewedandhasbeeninoperationforayear.Thisfirstsectionendswithaseries ofquestionsdesignedtohelptheprogramplannerbeginfocusingonthetypeof programthatwillbedeveloped.

The maintextsectionincludesadetaileddiscussionofwhatshouldbeincludedin theprogramcomponentsandlistsoftipsorsuggestionsfordesigningandwriting thecontentofeachcomponent.

The componentsare:1.PreparationinSubjectMatterandProfessional Knowledge,2.Pre-practicum,3.PracticumorPracticumEquivalent,4.License- specificAssessmentofCandidatePerformance,5.ServicesforAdvising Candidates,6.OfficialTranscriptsorRecords,and7.AnnualReport. Thissection concludeswiththeDepartmentwebsitelocationforfurtherinformationandcurrent districtprogramlistswithcontactinformation.

The appendicesstartwiththeProfessionalStandardsforTeachers,whichallpro- gramsneedtoaddress. Secondisacollectionofsampleformsthatmaybeused oradaptedforanewprogram. Therequiredsix-pagePreservicePerformance Assessmentformisnextwithalinktotheguideforitsuse. Severalhelpfulrefer- encelistsfollow:KeystoSuccessfulPartnerships,aGlossaryofterms,anda ProgramDeveloper'sChecklist.

The finalappendixcontainsvisualchartsofdifferentprogramtypesforspecific licensurefields.

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide

CommonwealthofMassachusetts-DepartmentofEducation2006

TableofContents

Introduction/Overview / 1
TheRegulations / 1
TypesofSponsoringOrganizationsandPrograms / 1
ProgramDesignCollaboration / 2
District-BasedRoutetotheInitialLicense / 2
BenefitsforSponsoringOrganizations / 2
TheApprovalProcess / 3
InformalReview / 3
FormalApproval / 3
Getting Started / 4
InitialLicenseforTeachers / 7
Appendices / 15

A.ProfessionalStandardsforTeachers

B.SampleForms

C. PreservicePerformanceAssessment

D. KeystoSuccessfulPartnerships

E.Glossary

F.ProgramDevelopers'Checklist

G.SpecialConsiderationsforSpecificTypesofPrograms

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide

CommonwealthofMassachusetts-DepartmentofEducation2006

Introduction/Overview

TheRegulations

TheEducationReformActof1993andtheregulationsadoptedbytheBoardin

1994authorizeddistrictstoestablisheducatorlicensureprograms.Thecurrentreg- ulationspromotethesetypesofprograms,forbothInitialandProfessionalteaching andadministrativelicenses. TheRegulationsforEducatorLicensureand PreparationProgramApproval(603CMR7.00)requireallcandidatesseekingInitial orProfessionallicensesasateacheroradministratorinMassachusettstocomplete aDepartment-approvededucatorpreparationprogramorroute. Undertheregula- tions,theCommissionerofEducationhastheauthoritytoapproveanexpanded varietyofeducatorpreparationprograms,whetherornottheyaredegreeprograms.

TypesofSponsoringOrganizationsandPrograms

District-basedlicensureprogramsareofferedbyavarietyofsponsoringorganiza-

tions:

 SchoolDistricts

 CharterSchools

 EducationalCollaboratives

 Privatetrainingproviders

 Professionalassociations

Mostoperateinclosepartnershipwithhighereducation.District-basedteacherprogramscurrentlyinclude butarenotlimitedtolicensesfor:

Teachersinareasofhighneed,suchasmathematics,science,specialeducation,reading,etc.;

Secondaryteachersacrossavarietyoffields;and

ElementaryandEarlyChildhood.

District-basedprogramshavebeendevelopedinavarietyofstructures andmodels,suchas:

 Apprenticeshipsoperatingindistrict,charter,private,orother schools;

 Teacherofrecordprogramsinavarietyoflevelsandfieldsin districts;

 Combinations of apprenticeships and teacher of record pro- grams that have several field-experience options for partici- pants;

 Programsthroughcollaborativesthatserveeducatorsinspecificfields,butwhomaybeworking inordoingapprenticeshipsatanyofthecollaboratives'memberdistricts;and

 Programsfocusedonindividualsinspecificfields,suchasthevariousadministratorfieldsor reading,thathavebeendevelopedandrunbytheprofessionalassociationsorcentersofthose fields.

District-basedlicensureprogramsreflecttheinterests/needsofparticipatingschooldistrictsandorganiza- tions:

 Anumberofnewprogramsconcentrateonhighneedareassuchasmathematics,science,and specialeducation;

 Someprogramsincludedevelopmental,cultural,orideologicalemphasesinadditiontomeeting therequirementsofthestatestandards;and

 Otherprogramsfacilitatemiddleschoolandsecondarylevellicensureacrossavarietyofsubject fields. TheseprogramsfocusontheProfessionalStandardsforTeacherswhileincludingsubject- relatedpedagogyincontentareaswheretheMassachusettsTestsforEducatorLicensure(MTEL) coverallofthesubjectstandards.

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide1

ProgramDesignCollaboration

Districtsarerequiredtopartnerwithotherdistricts,collaboratives,colleges,orcon-

tentprovidersthatareinvolvedinthedesign,planning,andimplementationof approvedlicensureprograms. Themajorityofdistrict-basedprogramsinvolve highereducationpartnersinthedevelopmentanddeliveryofseminarsorcourses. Inanumberofinstances,programsthatoperateinpartnershipwithhighereduca- tionhavebuiltarticulationagreementsthatallowcandidatestoearnandapply creditstoMaster'sorCAGSprogramsineducation. Formoreinformation,see AppendixD,KeystoSuccessfulPartnerships.

District-BasedRoutetotheInitialLicense-Teachers-Route3

Theregulations(603CMR7.05)allowfiveroutestotheInitialteachinglicense,

oneofwhich,Route3,isdistrict-based. Thisrouteisforteachercandidateswho holdaPreliminarylicenseandareeither:

 Servinganapprenticeshipinaclassroomunderthedirectsupervisionofateacherwhoholdsan appropriatelicenseor,

 Hiredasteachersofrecordandareinaninduction/mentoringprogram.

The district-based route to the Initial license includes field-based experiences, seminars or courses that addresstheProfessionalStandardsforTeachers(603CMR7.08),anyrequiredsubjectmatterknowledge,the learning standards in the Massachusetts Curriculum Frameworks, and candidate performance assessment. See603CMR7.03(2)(a).

BenefitsforSponsoringOrganizations

1.Recruitment-Inthesetimesofloomingteachershortages,districtsandothersseeinitiallicensure

programsaspromotionaltoolsforattractingcommittedpreliminaryteachers,careerchangers,and qualifiedadministrators.

2.Qualityofteaching-Districtswhohavelicensureprogramshavefoundthemtobeanintegralpartof theprofessionaldevelopmentfornewteachers. Theprogramsensurerigoroustrainingthatmeets districtneeds.Candidatesarewellsupportedandtrainedduringtheirfirstcrucialyearsaseducators, benefitingboththeteachersandtheirstudents.

3.Convenienceandcost-Newteachersaregratefultohaveanon-siteprogramcoordinatedwiththeir teachingschedulestoenablethemtoacquirethenextstageoflicensure. Whetherthecostsare bornebythedistrictorthecandidate,orshared,thecostsareoftenreasonable. Otherpublicand privatefundshavealsoassistedsomeprogramswithplanningand/orimplementationcosts.

4.Specificneedsandpriorities-Districtsdevelopprogramsinareasofstaffingneed,suchasteachers inmath,science,andspecialeducation. Theycanalsodevelopprogramsthatfitwiththeirinstitu- tionalcultureandsurroundingcommunity,suchasdesigningmaterialswithsecondlanguageacquisi- tionandstrategiesforworkingwithEnglishlanguagelearners(ELL)woventhroughouttheinstruc- tionalandotherprogramcomponentsfordistrictswithlargenumbersofELLstudents.

5.Retention-Anecdotally,districtswiththeseprogramshavereportedhighretentionratesofprogram participants. Thismaybeduenotonlytothesupportandtrainingduringtheprogrambutalsotothe factthataninformalpeersupportgroupmaycontinuebeyondtheprogramforthoseteacherswho teachinthesameschooland/ordistrict.

6.Collegecredit-Throughagreementswithcollegepartners,participantsintheselicensureprograms maybeabletoearnacertainamountofcollegecreditthatcanbeappliedtoaMaster'sorother degreeprograms.

7.Innovation-Programsmaydevelopinnovativemodelstomeetcandidates'learningneedsand staffingrequirementsthatprovidemoreflexibilityandschoolparticipationinprogramdesign,struc- ture,andimplementation. Theycan,forexample,provideaformatforincreasedteacherleadership forexperiencedteachersinsuchrolesasmentors,courseinstructors,andcollaborativeadministra- tion,etc.

2CommonwealthofMassachusetts-DepartmentofEducation2006

TheApprovalProcess
Inordertoreceiveapproval,district-basedprogramsmustsuccessfullycompleteboththeinformalandfor- malreviewprocesses. Theprocess,standards,andcriteriaforthesereviewsarethesameasthoseused forreviewingprogramssponsoredbyhighereducationinstitutions. Departmentstaffprovidestechnical assistancetoprogramdeveloperstofacilitatetheprocess.
InformalReview-adocumentreviewofthefullproposedprogram
Theinformalreviewisthefirststepinestablishingadistrict-based
licensure program. This review must be completed before the pro- gram begins operation to ensure the timely licensure of all program completers.
1. Theinformalreviewisapaperreviewofthefulldocumenta- tionoftheprogramincludingdetaileddescriptionsofseminar topics,pre-practicumandpracticumexperiences,assessment, andadvisingprocesses.
2. Thecriteriafortheinformalreviewarethesameastheyare fortheformalreview(theregulationsandprogramcompo- nentslistedintheprogramapprovalguideandinthisdevelop-
ers'guide).
3. Oncetheinformalreviewiscompleted,theDepartmentsendsalettertotheprogramdirectorand sponsoringinstitutionstatingthattheprogrammaybeginenrollingstudents.
4. TheDepartmentwillhonortheprogramdirector'sendorsementsforlicensureforcandidateswho completetheprogramduringthefirstyearorearlyinthesecondyear.
TheNASDTECInterstateContractdoesnotyetincludedistrict-basedprogramsforlicensure.
FormalApproval-anonsitepeerreviewoftheinformallyreviewedprogramduring thesecondyearofoperation
Thefirststepintheformalapprovalprocessrequirestheprogramdirectororthelicensureofficertosubmit aselfstudydocumentshowinghoweachofitslicensureprogramssatisfiestherequirementssetforthin
603CMR7.03(2)and(3)forwhichapprovalissought.Themaindifferencebetweentheinformalandfor- malreviewsisthattheformalreviewinvolvesateamofpeerreviewersonsitetoseeiftheprogramis doingwhatitstateditwoulddointhewrittenmaterials.
1. Therevisedprogramdocumentssubmittedpriortothescheduledreview,reflectchangesand improvementsmadeduringthe"pilot"year.
2. Aoneortwo-dayformalprogramapprovalreviewtakesplaceduringthesecondyearofoperation.
3. Eventhoughthereviewteamusuallydoesnotobserveclasses,teammemberscheckfilesfor advisingrecords,practicumequivalentreportforms,studentportfolios,performanceassessments, etc.andinterviewinstructorsandlicensurecandidates.
4. Successfulcompletionoftheformalreviewconfersthestatusofan"approvedprogram,"allowing theprogramsponsortooperateasalicensingagentforprogramcompletersforfiveyears.
5. Sponsorswithapprovedprogramsmayaddadditionalprogramsthroughtheinformalreview processatanytime.Allprogramswouldbeformallyreviewedduringthenextfive-yearprogram approvalvisit.
FormoreinformationontheprogramapprovalprocesspleaserefertotheGuidelinesforApprovalofPreK-
12EducatorPreparationPrograms.

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide3

GettingStarted

Theanswerstothefollowingquestionswillhelpyoubeginthe programplanningprocess.

1. Whatfield(s)doyouwanttheprogramtofocuson? Doyou wantaprogramforthoseholdingPreliminarylicensesthatwill facilitatelicensureacrossavarietyofsecondarysubjectfields, oneforaspecificfieldsuchasmoderatedisabilitiesorele- mentary,oroneforasubjectcategorysuchasmathandsci- enceorworldlanguages?

2. Withwhomwouldyoucollaborate? Wouldyouworkwithotherdistricts,ahighereducation institution,aneducationalcollaborative,and/oranon-profitorganization? Manydistricts indicatethatlogisticallyitispreferabletoservetheirownteachers. Becertaintohavea clearunderstandingandcommitmentbeforethereisanagreementtoworkwithanotherdis- trict.

3. Howwouldtheprogrambefunded?

4. WhatprogrammodelwouldworkbestforaprogramfortheInitiallicenseforteachers? (Thereareanumberofprogrammodelvariationsdiscussedinthisguide.)

5. Doyouwantparticipantstohavecollegecreditavailableforsomeortheentireprogram?

Who wouldbeyourhighereducationpartner?

6. Whathaveyoulearnedfromrunninganinductionprogramthatwouldhelpyouinsettingup alicensureprogram?

4CommonwealthofMassachusetts-DepartmentofEducation2006

7. Whowouldplanandcoordinatetheprogram? Whowouldbetheinstructorsforthe seminars/courses? Wherewouldtheinstructiontakeplace?

8. Howwouldcandidatesberecruitedandadmittedintotheprogram?

9. Howwouldcandidatesbeadvisedandguidedthroughtheprogram?

10.Whowouldevaluate/supervisethecandidatesduringtheirpracticumequivalents? (A jointsupervisionarrangementisneededwithsomeonefunctioningasthesupervising practitioner,alongwithasupervisorfromtheprogram).

11. InadditiontousingtheDepartmentrequiredsummativePreservicePerformance AssessmentfortheInitiallicenseforTeachers,wouldyouuseotherformative assessmentsandprogramevaluations?

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide5

6CommonwealthofMassachusetts-DepartmentofEducation2006

InitialLicenseforTeachers

Fortheinformalreview,youneedtosubmitaprogramnarrativeoffivetoten pagesthatdescribeshowtheprogramaddressesthecomponentslistedbelow. Beginwithabriefintroductionthatprovidesaprogramoverview. Inaddition,you shouldincludeappendicesofmaterialsthatrelatetoeachcomponent,suchas courseorseminarsyllabi,matrices,andrequiredforms.

Whendraftingtheprogramnarrative,organizethetextbytheprogramcomponents listedintheGuidelinesforApprovalofPreK-12EducatorPreparationProgram (thesearepresentedbelow). Thecomponentsandthecriteriafortheinformal reviewarethesamecomponentsandcriteriathatarereviewedduringtheformal programapprovalprocess.

InitialLicenseComponents

TherequiredcomponentsfortheInitialLicenseare:

Component1:PreparationinSubjectMatterandProfessionalKnowledge

Component2:Pre-practicum

Component3:PracticumorPracticumEquivalent

Component4:License-specificAssessmentofCandidatePerformanceduringPracticumorPracticum

Equivalent

Component5:AppropriateServicesforAdvisingCandidates Component6:Official TranscriptsorRecordsofCandidates Component7:AnnualReport

Component1:PreparationinSubjectMatterandProfessionalKnowledge

Thepreparationofthematerialsforthiscomponentwilllikelybeyourmostinvolvedtaskofprogramdevelop- ment.

Theprimaryinstructionalcomponentincludestheseminars/courses/workshopsthataddresstheProfessional StandardsforTeachers. Itincludesalsowhateversubjectmatterandsubjectmatterpedagogythatmaybe neededforthespecifictypeofprogramyouareplanning.Asmentionedearlier,manydistrictsorothersponsor- ingorganizationschoosetopartnerwithahighereducationalinstitutionprimarilytoassistwiththedesignand deliveryofthisinstruction.

Route3candidateshavedemonstratedmostoralloftheirsubjectmattercontentknowledgebypassingthe requiredMTEL. TheInitiallicenseprogrampreparestheminthepedagogynecessarytoapplythisknowledge andbecomeeffectiveteachers.

ProgramspreparingcandidatesfortheInitiallicensetypicallyincludeafourtosixcourseequivalentsinaddition toanycourseworkorseminarsthatmightaccompanythepracticum.Theseprogramsmaybeviewedasacceler- atedwhencomparedtomoretraditionalteacherpreparationprograms. Eventhoughdistrictsandothernon- highereducationinstitutionsdonotgrantcollegecredit,initiallicensurecourses/seminarsneedtobeof comparablecontacthours,depthofstudy,andprofessionalrigorascoursesinsimilarhigheredu- cationlicensureprograms.

Forexample,guidelinesadviseasixcourseequivalentforprogramsleadingtotheInitiallicenseforteachersof studentswithmoderatedisabilities,includingfourcoursesthataddresstheProfessionalStandardsforTeachers withintegrationoftheissuesandtopicsinthesixteachingstandardsthatareneededtoeffectivelyinstructstu- dentswithmoderatedisabilities[603CMR7.06(25)(d)]. Theadditionaltwocourseequivalentsaregenerally designedtoprovidemoreadvancedpreparationinthemoderatedisabilitiesstandards,andonecourseinthe teachingofreadingthatissubstantiallymoreadvancedthanthematerialcoveredintheFoundationsofReading test.

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide7

Thecomponent1narrativeincludes:

ADMISSIONSCRITERIAANDSCREENING/SELEC-

TIONPROCESS,INCLUDINGRECRUITMENT

1.Explanationthattheadmissionsprocessisthe initiationoftherequiredadvisingprocessfor candidates.

2.Indicationofrequired subjectmatterknowl- edgetestscores (MTEL).

a. Note:approved programsmust demonstratean80% passrateofprogram completers.

b. Itisstronglyrec- ommendedthatcandi- datesadmittedtodis- trict-basedapprentice- shipprogramshave

passedtherequiredMTELpriortoadmission. c. PassageofappropriateMTELforteachers ofrecordisrequiredforemployment.

3.PossessionofaPreliminarylicenseinthefield andatthelevelofthelicensesought.

4.Descriptionofanyrequiredminimumstan- dardsforadmissiontotheprogramsuchas gradepointaveragesormeasuresofacadem- icandprofessionalachievement.

5.Discussionofanypre-program requirements/componentstopreparecandi- datesforfulladmission. Note:apre-program componentisnotconsideredpartoftheInitial licenseprogram,butyoumaywanttoinclude onetoensurethatcandidatesarefullypre- pared,e.g.,preparationforsubjecttestsor competencyreviewtomeetthesubjectmatter requirementsforthelicense.

6.Waiverpolicy,ifany(seeComponent5inthe

InitialLicensesectionformoredetail).

7.Associatedformsthatdefinetheprocess (preferablyattachedinanappendiximmediate- lyfollowingthiscomponent).

PREPARATIONINSUBJECTMATTERANDPROFESSIONAL KNOWLEDGE

TIPS

Coursedescription/syllabi:

1. Considerusingthesamplesyllabustemplate

(seeAppendixBwithsampleforms).

2. Ensurethatallcoursespreparecandidatesin:

- Subjectmatterknowledgerequiredforthe licensebeyondtheMTEL;

- Knowledgeofappropriatestudentlearning standardsanduseofrelevantandmostrecent MassachusettsCurriculumFrameworks;and

- Subjectrelatedpedagogyandknowledge,and applicationoftheProfessionalStandardsfor Teachers.

3. Coursedescriptionsorsyllabishould:

- Provideclearandeasilyidentifiableevidence thatdemonstratehowcandidatesareacquiring therequiredcompetenciesintheProfessional StandardsforTeachers;

- Provideasessionbysessiondiscussionthat detailsthespecificactivities,readings,assign- ments,projects,etc.andindicatehowthecan- didatesacquirethecompetencies;focusmore onwhatthecandidatesactuallydothanona listofoutcomesorobjectives;

- Indicate,asanaidtothereader,the ProfessionalStandardsforTeachersthatthe activitiesaddress;correlatereferencestothe ProfessionalStandardsforTeachersspecifically tocoursecontent;

- IndicatewhentheMACurriculumFrameworks areused;includetimeforthereview,instruc- tion,discussion,andapplicationofcontentspe- cificframeworksrelevanttothecontentareaof eachcandidate;and

- Specifytherelatedpedagogythatoutlines effectiveplanning,instruction,andassessment tomeetstudentlearningstandards.

4. Demonstrateintegrationoffield-basedexperi- ences(seeComponent2formoredetail).

5. Include attention to assignments that prepare candidates to think critically, write analytically, andspeakeffectively.

6. Includerigorous/clearevaluationstandardsto ensurethatcandidatesmeetcompetencies;use rubricswhenpossible.

(Seetextonnextpage.)

8CommonwealthofMassachusetts-DepartmentofEducation2006

PREPARATIONINSUBJECTMATTERANDPROFESSIONALKNOWLEDGE

1.Timeline,listingwhencoursesandpracticatakeplace.

2.Coursedescriptionsincludingdetailsoftheintegrationofthepre- practicum.

3.Syllabi(includedinappendixtoComponent1).

4.Matrix1listingoftheProfessionalStandardsforTeachers,cross-ref- erencedtocourse/seminarsyllabi,toidentifywhere/when/howstan- dardsareaddressedinthecoursework.

5. Matrix2(formoderatedisabilities,elementary,etc.)listingtheaddi- tionalsubjectmatterknowledgerequirementsthatarenotcovered onthesubjectmattertests,cross-referencedwiththesyllabi.For anyfieldwheretheMTELdoesnotcoverallsubjectmatterstan- dards,theprogramisrequiredtoaddressthosestandardsinaddi- tiontotheProfessionalStandardsforTeachers.

6. Preparationandexpertisethatisappropriatefortherespectiveroles andresponsibilitiesofallprofessionaleducationalfaculty,facultyin theacademicdisciplinemostappropriatetotheinstructionalfield

andschooldistrictpersonnelinvolvedinapprovedprogramstopre- pareeducatorsforlicensure.

7. Programstaffandinstructorresumes.

TIPS

Matrices

1.Ensurethateachstandard checkedcanbetrackedtothe specificcourse/seminar.

2.Itismoreimportanttohavesev- eralwell-documentedstandards percourse,thanalistofstan- dardsthatmaybehardtoidenti- fy;allstandardsarenotcovered inallcourses.

8. Discussionofcollaborationwithhighereducationand/otherpartners,includingwhetheryouwillaward collegecreditand/orapplycredittodegreeprograms.

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide9

Component2: Pre-Practicum

Thiscomponentdescribesthepre-practicumexperiencesthatprovidebeginning teacherswithinitialopportunitiesforpractice. Allcandidatesobserveandwork withstudentsinavarietyofsettingsrelevanttotheareaoftheanticipated license. Thesefield-basedexperiencesareintegratedintocourses/seminarsas muchaspossibleandrelatetosubjectmatterknowledge,subject-relatedpeda- gogy,andtheProfessionalStandardsforTeachers.

Thecomponent2narrativeincludes:

1.Descriptionofpre-practicum:

a. Numberofhours-thereisnosetnumberofhours,butthepre-practicum shouldincludesignificanttimetoensuretherangeandvarietyofexperi- ences;theDepartmentrecommendstwenty-fivehoursasaminimumand moreareencouraged.

b. Activities-suchas:

-observationsofteacherswithexpertiseinspecificareasofthe ProfessionalStandardsforTeachers,subjectmatter,orbehaviormanage- mentstrategies;

-workwithindividualorsmallgroupsofstudents;

-presentationofalessononalimitedscalerelatedtoacourseassign- ment;

-interviewofstudentsorstaffaboutaspecifictopic;

-participationinmeetings,e.g.,withparents,administrators,IEP,etc.;and

-MCAStutoring.

c. Varietyofclassroomsettings,before/afterschoolprograms,schoolevents, otherschoolordistrictclassrooms.

2.Descriptionofhowfield-basedexperiencesareintegratedintocourses/seminars, whatevidenceofcompletionisprovidedbythecandidates,andhowtheexperi- encesrelatetotheProfessionalStandardsforTeachers.

3.Discussiononhowreleasetimeisprovidedforteachersofrecordinthefirstfive monthsofemployment.

4.Documentationofpre-practicumexperiencesthatismaintainedincandidates'

advisementfoldersandthatindicatesdates,times,andsitesvisited. Sample

TIPS

1.Indicatethenumberof hoursrequiredforfield- workassignmentsfor eachcourse.

2.Ensurethatthefieldwork experiencesdemonstrate gradualacquisitionof teachingskillsthatallows forpracticeandapplica- tionoftheseskills. For example,forapprentices, developingaunitorles- sonplancouldbea courseassignment,while teachingasmallgroup usingthelessonplan wouldbeafield-based

pre-practicumexperience.

3.Considerdevelopinga pre-practicumhandbook forcandidatesandsuper- visingpractitioner.

formscanbeincludedinanappendiximmediatelyfollowingthiscomponent.(SeeAppendixBforsampleforms).

10CommonwealthofMassachusetts-DepartmentofEducation2006

Component3:PracticumorPracticumEquivalent
Field-basedexperiencesprovidecandidatestheopportunitytoapplyand demonstratewhattheyhavelearnedandarelearning. Candidatespartici- pateincloselysupervisedpracticum/practicumequivalentswithexperienced andatleastinitiallylicensedteachersinthesamecontentareasasthe licensessought. Inaddition,supervisorsfromthepreparationprogramjoint- lysupervisethecandidates. Candidateshaveopportunitiestoplanand deliverinstructionbasedontheCurriculumFrameworks. Theyare
assessedontheirachievementoftheProfessionalStandardsforTeachers usinglicense-specificcriteriaprovidedbytheDepartmentofEducation. Theseexperiencesareinpublicorapprovedprivatespecialeducation schoolsettingsthatmeettheminimumclockhourrequirementsestablished intheRegulations[603CMR7.04(4)]. Allpracticum/practicumequivalents areevaluatedthroughtheuseofthePreservicePerformanceAssessment withlicensespecificquestions.
RouteThreeprovidestwomeansforteacherstofulfillthe practicum/practicumequivalent:
a. Serveasanapprenticeinaclassroomforatleastonehalfyearunder thedirectsupervisionofateacherwhoholdsanappropriatelicense;or
b. Workasateacherofrecordforatleastfivemonths.
Thecomponent3narrativeincludes:
1. Descriptionofthepracticum: / TIPS
1.Consideranorientationor mentortrainingprogramfor thesupervisingpractitioners andprogramsupervisors.
2.Providespecificguidelinesand recommendationsforthe supervisingpractitionersand programsupervisors.
3.Includecommunicationwith theschools'principalsinorder toensuresupportforthecan- didates.
4.Considerdesigninghand- books,forthecandidates,for thesupervisingpractitioners, andfortheprogramsupervisors.
a.Numberofhoursortimeperiod (See603CMR7.04(4), b.Associatedactivities,
c.Assignedsettings,and
d.Integrationwithcoursework/seminars.
2. Programrequirements:
a.Jointsupervisionbyasupervisingpractitionerinthehostschoolandasupervisorfromtheprepara- tionprogramwhowilltogetherevaluatethecandidateonthebasisoftheappropriatestandards.
b.Supervisingpractitioners,responsibleforthelargerportionofthepracticum,haveatleastthreefull yearsofexperienceunderanappropriateInitialorProfessionallicense.
c.ProgramsupervisorshavePreK-12teaching,administrator,specialist,orsupportpersonnelexperi- enceasappropriate.
d.Evidenceofthreethree-waymeetingswiththesupervisingpractitioner,programsupervisor,andthe candidateduringtheinitial,midway,andfinalstagesofthefieldexperience.
1).Supervisorstypicallybasetheirdiscussionsandsupervisiononformalobservationspriortothe meetings. (Thisshouldberequired.) Observationformatsusuallyincludepreandpostobservation discussion.
2).Supervisorsdocumentcandidates'abilitytohelpPreK-12studentsachievethelearningstan- dardsinthecurriculumframeworksthroughcurriculumdesign,delivery,andassessment.
3).Candidatesprovideevidence,suchasunitandlessonplans,thatdemonstrateabilitytouserele- vantcurriculumframeworksinplanning,delivering,andassessinginstruction.
3. Descriptionofhowtheprogramresolvesdisagreementbetweenthesupervisingpractitionerandthepro- gramsupervisorbyathirdpersonchosenjointlybythem.
4. Referenceinthiscomponent,withamorecompleteexplanationinComponent4,theformativeassess- mentmethodsusedbytheprogramandtheD.O.E.requiredPreservicePerformanceAssessment
5. Considervariousmeansofsupportingcandidatesduringthefieldexperiences.
6.AppendixofallformsrequiredbytheD.O.E.andtheprogram,suchas:
a. Unitplanningand/orlessonplanningtemplates,and
b. Planningguideforobservationpre-conferenceandreflectionguideforpostconference.

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide11

Component4: License-specificAssessmentofCandidatePerformanceduring

PracticumorPracticumEquivalent

Thiscomponentdescribeshowtheprogramassessescandidatesduringthe practicumorpracticumequivalentandensuresthattheyaremeetingthe ProfessionalStandardsforTeachers. Thesupervisingpractitionerandthe programsupervisorobserve,providefeedbackandsupport,andcomplete therequiredPreservicePerformanceAssessment(PPA). Thecandidate participatesjointlywiththetwosupervisorsinthreethree-waymeetingsdur- ingwhichtimetheyreviewthecandidates'acquisitionandapplicationofthe ProfessionalStandardsforTeachers.

SeeAppendixC: PreservicePerformanceAssessmentForm

Thecomponent4narrativeincludes:

1. Descriptionofthethreethree-waymeetings:

a. Initialmeetingduringwhichtimethepracticumisexplainedand theProfessionalStandardsforTeachers,expectations,proce- duresandevaluationprocessarereviewed. (Candidatesmaybe requiredtodocumentspecificgoalsthattheyintendtoattain.)

b. Ameetingatthemidwaypointisheldtodiscussthecandidate's progress. Thesupervisingpractitionerandtheprogramsupervi- sorreviewtheirformativeassessmentsbasedonobservationand areviewofthecandidates'work. Theymaysetspecificgoalsor makerecommendationsforthecandidate'songoingworkorfor thenextobservation.

c. Afinalmeetingtodeterminewhetherthecandidatehassufficient- lyattainedtheProfessionalStandardsfor Teachersinordertobe endorsedfortheInitiallicensebytheprogram.

2. Descriptionoftheformalobservationprocess:

a. Numberofobservationsbyboththesupervisingpractitionerand theprogramsupervisor;

b. Anyformativeassessmentmethods;and

c. UseoftheD.O.E.requiredlicense-specificPreservice PerformanceAssessmentincludingdisciplinespecificevaluation questionsasthesummativeassessment.

3. Descriptionofothermeansofassessment,e.g.,portfolio,grades, projects,etc.

4. Typesofevidenceofcandidates'performance: units,lessonplans, assessments,studentwork,reflectivepapers,andanyothersources appropriatetoandacceptedbytherelevantdiscipline.

5. AppendixofthePPAformsrequiredbytheD.O.E.andtheprogram.

6. Planforremediation:theprocesswhenacandidateisnotmaking requiredprogress,whichmayinclude: Additionalobservations, observationbythecandidateinotherclassrooms,additionalthree- waymeeting(s),supportonlessonand/orunitdesign,additional reading,etc.

7. Descriptionoftheprocesswhenthereisdisagreementamongthe

TIPS

1.Considerapracticumseminar thatallowsfordiscussionof experiencesandcollegialprac- tice.

2.Educatornetworking/discus- sions:

-Provideopportunitiesforcan- didatestoparticipateinmeet- ings/discussionswithteachers inthesamecontentareain additiontothementororlead teacherwithwhomtheyare workingdirectly;and

-Totheextentpossible,pro- videacohortofcandidates with"LearningTeam"activities

toencouragecollegialandcol- laborativepractice.

3.Provideavarietyofwaysin whichthecandidateandthe supervisingpractitionersinter- actbeyondtheminimumof threeformalobservationsand meetings.

4.Designformatsforreflection

andself-evaluation.

5.Considerrequiringanevalua-

tiveportfolioinwhichcandi- datesshowcasetheirworkand provideevidenceoftheir attainmentofthestandards. Portfoliosmayincludephiloso- phystatements,reflections,cri- tiquesofreadings, academic/researchpapers, unit/lessonplans,samplesof studentworkandassessment, self-evaluation,andrubric scoringforassessingthequali- tyofthesubmittedportfolio.

(ForComponents3and4.)

supervisorsand/orthecandidate. Includetheselectionofathirdpersontohelpresolveanydifferences.

12CommonwealthofMassachusetts-DepartmentofEducation2006

Component5:AppropriateServicesforAdvisingCandidates

Thiscomponentensuresthatthecandidatereceivesappropriateadvisingabouttherequirementsofthelicense andtheprogram.Theprogramprovidesaminimumofthreeformaladvisingsessionsbytheprogramdirectoror designee.Afteraninitialadvisingsessionthatispartoftheadmissionsprocess,subsequentsessionsreview

thecandidates'programofstudyandensurethatallrequirementsarecompletedinatimelymanner.

Thecomponent5narrativeincludes:

1. Descriptionoftheadvisingprocessincluding:

a. Processesandproceduresforcandidateadvising;

b. Programrequirementsfortherelevantlicense;

c. Minimumofthreeformaladvisingsessions(beginning/middle/end);

d. Connectionoftheadvisingprocesstotheadmissionsprocess;

e.Reviewofthecandidates'progressandrecommendationsforcon- tinuedsupport;and

f. Descriptionofrequestsbythecandidateortheadvisorforaddi- tionalsessions.

2. Documentationofthecandidates'priorcompletionofsubjectmatter courseworkandtherequiredMTEL.

3. Identification,role,andresponsibilityoftheprogramadvisor(s):

a. Listofparticipatingfaculty/staff;and

b. Amountoftheirtimeallocatedtoadvising.

4. Appendixofalldocumentationforms(advisinglogs)includedintheCandidates'AdvisementFolders.

5. Documentationofwaiverpoliciesandprocedures:

a.Designationofappropriateadministratortosignoffoncourse/seminarwaivers;

b.Descriptionofestablishedpolicyandprocedureforreviewingcandidates'recordsandwaivingother- wiserequiredcourseworkorexperiencesbasedonpriorworkorexperience;

c.Statementofthepolicyandproceduresthatclearlydefinetheconditionsonwhichwaiversmaybe granted;

d.Thefullpracticummaynotbewaived;however,onehalfofthepracticummaybewaivedforcandi- dateswithsubstantialteachingexperience;and

e.Documentationformsforthecourse/waiverprocessincludingdocumentationofpriorstudyorexperi- enceonwhichtheawardofthewaiverisbased.

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide13

Component6:OfficialTranscriptsorRecordsofCandidates

Programsmustmaintainofficialrecordsforthecandidatesandare responsibleforalldocumentationofcandidatecourseworkandassociat- edactivitiesthatarepartoftheprogram. Theprogrammaintainstran- scriptsandallofficialrecordsforaperiodofsevenyears.Recordsare availabletovisitingapprovalteamsortoauthorizedDepartmentperson- nelatanytimeduringthereviewandapprovalperiod.

Thecomponent6narrativeincludes:

1. Descriptionoftheprograms'standardsandpracticesfordoc- umentingtheofficialrecordsofthecandidates;

2. Descriptionofallrecordsretainedincluding:

a.Officialtranscriptortranscript-likeformincludingofficial stateapprovedprogramendorsementstatement;

b.PerformancerecordsincludingthePreservicePerformance

AssessmentforthePracticum/PracticumEquivalent;and c.Advisementfolders.

Component7: AnnualReport

TIP

Printthetranscriptontheorganiza- tion'sofficialstationary,including, wherepossibleandstronglyrecom- mended,theorganization'sofficial seal.

Inthiscomponent,programsindicatetheirresponsibilityformeetingtheAnnualReportingRequirements oftheDepartment. Programsfiletheirfirstreportinthespringfollowingtheformalreview. See GuidelinesforApprovalofPreK-12EducatorPreparationProgramsforfurtherdetails.

Foradditionalinformationondistrict-basedprogramsandalistofcurrentprogramswithcontactinforma- tion,refertoDepartmentofEducationwebsiteat

14CommonwealthofMassachusetts-DepartmentofEducation2006

Appendices

A.ProfessionalStandardsforTeachers

B.SampleForms Course/SyllabusTemplate Pre-PracticumLog AdvisementLog

Practicum/PracticumEquivalentLog Waiver/CourseSubstitutionForm FinalTranscript

C.PreservicePerformanceAssessment

D.KeystoSuccessfulPartnerships

E.Glossary

F. ProgramDevelopers'Checklist

G. SpecialConsiderationsforSpecificTypesofPrograms

EarlyChildhood Elementary Reading

SecondarySubjects-VarietyofFields

SpecialEducation-Moderate

SpecialEducation-Severe

District-BasedInitialLicensureProgramsforTeachers: AProgramDeveloper’sGuide15

CommonwealthofMassachusetts-DepartmentofEducation2006

AppendicesMassachusetts Department of Education

APPENDIX A

PROFESSIONAL STANDARDS FOR TEACHERS

7.08:Professional Standards for Teachers

(1)Application. The Professional StandardsforTeachersdefinethepedagogical and otherprofessionalknowledge and skills required of all teachers.TheseStandards areused by teacherpreparationproviders in preparing their

candidates,bytheDepartment inreviewingprograms seeking stateapproval,andby theDepartment asthebasis

of performanceassessments ofcandidates.Candidatesshall demonstratethat they meet theProfessionalStandards by passingaPerformance Assessment for Initial License:

(a)Inthe practicumorpracticumequivalentphaseof preparation for theInitial License;or

(b)Aspartof the Performance Assessment Program. TheDepartment will issue guidelinesfor eachtypeof performance assessment toreflect differences ingrowthin professionalknowledge and skills.

(2)Standards for All Teachers Except Library andSpeech, Language,and HearingDisordersTeachers

(a)PlansCurriculumand Instruction.

1.Draws oncontent standards oftherelevant curriculumframeworks to plan sequential units of study, individual lessons, andlearning activities that make learning cumulative and advance students' level of contentknowledge.

2.Draws onresultsof formal andinformal assessments aswell asknowledge of humandevelopment toidentify teaching strategies and learning activities appropriate to thespecificdiscipline, age,levelofEnglish language proficiency, and rangeof cognitive levelsbeingtaught.

3.Identifies appropriate reading materials, other resources, and writingactivities forpromoting further learning by

the full rangeof studentswithinthe classroom.

4.Identifiesprerequisite skills, concepts, and vocabularyneeded for the learningactivities.

5.Plans lessonswith clear objectives andrelevant measurable outcomes.

6.Draws onresources fromcolleagues,families,and thecommunity toenhancelearning.

7.Incorporatesappropriatetechnology andmediainlesson planning.

8.Usesinformation in Individualized EducationPrograms(IEPs)to planstrategies for integrating studentswith disabilities into general educationclassrooms.

(b)DeliversEffective Instruction.

1.Communicateshigh standardsandexpectationswhen beginningthelesson:

a.Makes learningobjectivesclear to students.

b.Communicatesclearly in writing and speaking.

c.Usesengagingways to beginanew unitof studyor lesson. d.Buildson students' prior knowledge and experience.

2.Communicateshigh standardsandexpectationswhen carrying out thelesson:

a.Uses abalancedapproach to teaching skillsand conceptsof elementary reading and writing.

b.Employs a variety of content-based and content-orientedteaching techniquesfrommore teacher-directed strategies suchas direct instruction,practice, and Socratic dialogue,to lessteacher-directed approaches suchasdiscussion, problemsolving,cooperativelearning,and research projects(among others).

c.Demonstratesan adequateknowledgeof and approach to the academic content of lessons.

d.Employs a variety of readingand writing strategies for addressinglearning objectives. e.Uses questioning to stimulatethinkingand encouragesall studentsto respond.

f.Uses instructional technology appropriately.

g.Employsappropriatesheltered English orsubject matterstrategiesfor Englishlearners

3.Communicateshigh standardsandexpectationswhen extendingand completingthelesson:

a.Assignshomework orpractice that furthersstudent learningand checksit. b.Providesregularand frequent feedbacktostudents ontheir progress.

c.Provides many and varied opportunities forstudents to achieve competence.

4.Communicateshigh standardsandexpectations when evaluatingstudent learning:

Initial 06

AppendicesMassachusetts Department of Education

a.Accurately measures studentachievement of, andprogress toward, the learningobjectives witha variety of formal andinformal assessments,anduses results to plan furtherinstruction.

b.Translates evaluationsofstudent work into records that accurately convey the levelof student achievement to students, parentsor guardians, and school personnel.

(c) Manages ClassroomClimate and Operation.

1.Creates an environment thatis conducive tolearning.

2.Creates aphysical environment appropriate toarangeof learning activities.

3.Maintainsappropriatestandardsof behavior,mutual respect,andsafety.

4.Manages classroomroutines and procedureswithout lossof significant instructional time. (d)PromotesEquity.

1.Encourages all students to believethat effortis a key toachievement.

2.Worksto promoteachievement by all studentswithout exception.

3.Assesses thesignificanceof student differences in home experiences,background knowledge, learning skills, learningpace,and proficiency in theEnglish languageforlearning the curriculumat hand and usesprofessional judgment to determine if instructionaladjustments arenecessary.

4.Helps all students to understand Americancivic culture, its underlying ideals, founding political principles and political institutions, andtosee themselves as members ofa local, state,national, and international civic community.

(e) MeetsProfessional Responsibilities.

1.Understandshis orher legal and moral responsibilities.

2.Conveysknowledge ofand enthusiasmfor his/heracademicdisciplineto students.

3.Maintains interest incurrent theory,research, and developments in the academic discipline and exercisesjudgment in accepting implications orfindings asvalidfor application in classroompractice.

4.Collaborateswithcolleagues toimprove instruction,assessment,andstudent achievement.

5.Works activelyto involveparentsin their child's academic activities andperformance, and communicates clearly withthem.

6.Reflects critically uponhisorher teaching experience, identifies areasforfurtherprofessionaldevelopment aspart of aprofessional development plan that is linked togradelevel, school, anddistrict goals, and isreceptive to

suggestionsfor growth.

7.Understands legal and ethicalissuesasthey apply to responsible and acceptable useof theInternet and other resources.

Initial 06

AppendicesMassachusetts Department of Education

APPENDIX B

SAMPLEFORMS Course/Syllabus Template Pre-Practicum Log Advisement Log

Practicum/PracticumEquivalent Log Waiver/Course Substitution Form Final Transcript

Initial 06

AppendicesMassachusetts Department of Education

Course/SyllabusTemplate

For

District-BasedEducatorPreparationPrograms

Note:Programs may choose to usea generic format for all syllabi or may permit instructors to use their own format. All syllabi submitted to the Department as part of the Informal Review and Program Approval process should contain all the information identified on this page.

Sponsor Name

Course/Seminar Title/Number

AdditionalInformation (if applicable)

Instructor& Contact Information

CourseDelivery Information (dates/times/location)

CourseDescription (more detail required than providedinnarrativesection)

Topicslisted for each session (givedates/timesifavailable)

Listof Assignments(differentiate for each license area)

Pleaseinclude information identifying course connection with planned pre-practicumactivities, where applicable.

GradingCriteria

RequiredReading (author, title, date, publisher – recommend use of APA format)

Optional/RecommendedReading(not mandatory but strongly encouraged)

Note:Resumes of all Instructors must be included in the Program’s proposal document when submitted to the Department for Informal Review.

Initial 06

AppendicesMassachusetts Department of Education

Sponsor Name

Pre-PracticumLog

Name:

Dates:

Related Course or Professional Standard Number / Datesand Duration (In Hours) / Site
Location / YourRole: (Observe/ Assist/ Responsible) / Descriptionof Activity or Project

Total Hours this page:

Initial 06

AppendicesMassachusetts Department of Education

Sponsor Name

Advisement Log

Name: First,Last

ProgramYear:

Aminimumofthree advising meetings conducted by the ProgramAdvisor is required witheachcandidate duringthe Program. It isexpectedthat additional advisingmeetingswill beheldanddocumentedifthe needarisesor is requested by the candidate or advisor.

Datesand Duration (In Hours) / Location / Topicor Subjectof
AdvisingSession / Signature(s)of Advisor(s)

Initial 06

AppendicesMassachusetts Department of Education

Sponsor Name Practicum/Practicum Equivalent Log ForDistrict-Based Programs

(Maybe useful for Apprentices, but not necessarily for Teachers of Record)

ActivityHoursResponsibleAssistObserveParticipant

Initial 06

AppendicesMassachusetts Department of Education

Sponsor Name

Waiver/CourseSubstitution Form

Name:

Date:

ID #:

Program: License Sought:

Required Course/Seminar or other Program Component:

Course/Seminar/Experience Substitution:

Rationalefor Candidate’s Request:

ForSponsor Use Only:

Recommended: YesNoApproved: YesNo

ProgramAdvisor’s SignatureDate

ProgramDirector’s SignatureDate

Initial 06

AppendicesMassachusetts Department of Education

Sponsor Name

FinalTranscript

Candidate:

ProgramName:

Date of Entry:

Social Security Number:

MassachusettsTests for Educator Licensure (MTEL)Requirements: Communication & Literacy Skills Test:

Other

I.Subject Matter Knowledge/Professional Standards for Teachers/Administrators

Seminar/CourseTitle(andnumberifapplicable) / Dateof
Completion / Grade / Credit
Hours (if applicable)

II.Pre-practicumRequirements Documented:Yes/NoDate: