Most Recently Amended by the Board of Elementary and Secondary Education: September 22, 2015
|7.01:||Purpose and Authority|
|7.03:||Educator Preparation Program Approval|
|7.04:||Types of Licenses, Requirements for Licensure, Licenses Issued, and Requirements for Field-Based Experience|
|7.05:||Routes to an Initial Teacher License and Specialist Teacher Licenses|
|7.06:||Subject Matter Knowledge Requirements for Teachers|
|7.07:||Specialist Teacher Licenses|
|7.08:||Professional Standards for Teachers|
|7.09:||Licenses and Routes for Administrators|
|7.10:||Professional Standards for Administrative Leadership|
|7.11:||Professional Support Personnel Licenses|
|7.12:||Standards for Induction Programs for Teachers|
|7.13:||Standards for Induction Programs for Administrators|
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(1) Application. The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These standards and indicators referred to in 603 CMR 7.08 (2) and (3) are used by sponsoring organizations in designing their teacher preparation programs and in preparing their candidates. The standards and indicators are also used by the Department in reviewing programs seeking state approval, and as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards and indicators referred to in 603 CMR 7.08 (2) and (3) by passing a Performance Assessment for Initial License using Department guidelines.
(2) Professional Standards for Teachers.
(a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.
(b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
(c) Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
(d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
(3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators:
(a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.
(b) Uses effective strategies and techniques for making content accessible to English language learners.
(c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.
(d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.
(e) Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.