Mass.gov
Massachusetts Department of Elementary and Secondary Education
Go to Selected Program Area
 Massachusetts State Seal
 News  School/District Profiles  School/District Administration  Educator Services  Assessment/Accountability  Family & Community  
 > Administration  Finance/Grants  PK-16 Program Support  Information Services  
>
>
>
>
>
>
>

603 CMR 7.00
Regulations for Educator Licensure and Preparation Program Approval

Most Recently Amended by the Board of Elementary and Secondary Education: September 22, 2015

Section:
7.01:
7.02:
7.03:
7.04:
7.05:
7.06:
7.07:
7.08:
7.09:
7.10:
7.11:
7.12:
7.13:
7.14:
7.15:
 View All Sections

7.14: Endorsements

Except as provided in 603 CMR 7.15(9)(b), 603 CMR 7.00 does not require an educator to seek or obtain an endorsement; provided that nothing in 603 CMR 7.00 shall limit the authority of a school committee under G.L. c. 71, s. 38G to prescribe qualifications for employment in addition to licensure.

(1) SEI Teacher Endorsement

(a) Awarded upon a demonstration of the subject matter knowledge and skill requirements set forth in 603 CMR 7.08 (3) (a)-(e), and 603 CMR 7.14(1)(b), through one of the following:

  1. Successful completion of a Department-approved course of study specific to providing sheltered English instruction. The Department will issue guidelines to govern approval of this course of study.
  2. Passing a Department-approved assessment.
  3. A bachelor's degree in a major approved by the Department, or other graduate level training approved by the Department.
  4. Possession of an English as a Second Language license or an English Language Learners license.

(b) Subject Matter Knowledge:

  1. The basic structure and functions of language.
  2. Second language acquisition factors as they affect access to the Massachusetts standards.
  3. Social-cultural, affective, political, and other salient factors in second language acquisition.
  4. Sheltered English immersion (SEI) principles and typologies:
    1. General academic and domain-specific discourse practices relevant to the grade level (k-5 or secondary), English proficiency level, and content area (English language arts and history; science and mathematics; other content areas).
  5. Implementation of strategies for coordinating SEI and English language development instruction for English language learners.
  6. Federal and Massachusetts' laws and regulations pertaining to English language learners.
  7. Understanding of diversity and background of English language learner populations, including family systems, and communities, and their impact on teaching and learning.
  8. Theory, research, and practice of reading and writing for English language learners.
    1. Practices and approaches for developing reading and writing skills and comprehension in English for English language learners who are at different levels of English language proficiency.
  9. The role of oral language development in literacy development for English language learners.
  10. Formative and summative assessments for English language learners.
  11. Literacy and academic language development.
    1. The role of vocabulary development in accessing academic language.

(2) SEI Administrator Endorsement

(a) Awarded upon demonstration of the subject matter and skill requirements set forth in 603 CMR 7.14(2)(b) through one of the following:
  1. Successful completion of a Department-approved course of study for administrators specific to sheltered English instruction. The Department will issue guidelines to govern approval of this course of study.
  2. Possession of an SEI Teacher Endorsement.

(b) Subject Matter Knowledge:

  1. Understanding of diversity and background of English language learner populations, including family systems, and communities, and their impact on teaching and learning.
  2. Knowledge of how to build a culture of equity and inclusiveness for linguistically and culturally diverse populations.
  3. Implementation of strategies for coordinating SEI and English language development instruction for English language learners.
  4. Demonstrates an understanding of the use of best practices for sheltering content for, and teaching academic language to, English language learners in the classroom.
  5. Understanding of the challenges that English language learners face in the mastery of academic language and of the skills to shelter content and scaffold instruction to promote the academic achievement of English language learners.

(3) Transitional Bilingual Learning Endorsement.

(a)Awarded to educators who meet the following requirements:

  1. Possession of an English as a Second Language license.
  2. Passing score on a test acceptable to the Department, that assesses, or includes the assessment of , listening, speaking, and writing skills in the relevant foreign language for either the Pre-K - 6 or the 5 - 12 level.

(4) Transition Specialist. Awarded to individuals who meet the following requirements:

(a) Prerequisite license and experience: A minimum of 2 years of experience under one of the following licenses:

  1. An Initial or Professional license as a Teacher of Students with Moderate Disabilities, Teacher of Students with Severe Disabilities, Teacher of the Visually Impaired, Teacher of the Deaf and Hard of Hearing, School Guidance Counselor, or School Social Worker/School Adjustment Counselor.
  2. A license as a Rehabilitation Counselor (as described in 262 CMR 4.00 Requirements for Licensure as a Rehabilitation Counselor), or certification as a Rehabilitation Counselor as determined by the Commission on Rehabilitation Counselor Certification (CRCC).

(b) Demonstration of the subject matter knowledge and skill requirements set forth in 603 CMR 7.14 (4) (d), through the successful completion of a Department-approved course of study specific to providing transition services. The Department will issue guidelines to govern approval of this course of study.

(c) Completion of a 150 hour field-based experience that includes providing transition services for transition-aged students with disabilities with IEPs, in collaboration with their families, community members, and other relevant professionals.

(d) Subject Matter Knowledge:

  1. Foundations and implementation of transition education and transition services, including but not limited to: state and federal legislation; inclusive models, research, best practice, community based education and post-school options; and knowledge of transition planning and service delivery for all students with Individualized Education Programs, including culturally and linguistically diverse youth.
  2. Individual transition assessment and system evaluation, including conducting, interpreting, and overseeing individualized formal and informal transition assessments to ascertain interests, strengths, preferences, aptitudes and needs related to competitive employment, education, training, and independent living; developing individualized appropriate measureable postsecondary goals, and annual IEP goals based on the individualized transition assessment results; and transition service delivery.
  3. How to develop transition systems and supports which include best practices in postsecondary education, competitive integrated employment (including supported employment), independent living, and community participation including, but not limited to, implementation of social skills training, positive behavioral supports, assistive technology as related to transition goals, and development of self-determination skills across all settings.
  4. Collaboration including strategies for active participation of students and families in IEP development, transition education and services, and support networks; development of partnerships with employers, institutes of higher education, public agencies, and community service agencies; and provision of technical assistance and professional development to school personnel.

(e) Candidates with previous employment coordinating school-based transition services who can demonstrate that they meet the subject matter knowledge and skills requirements set forth in 603 CMR 7.14(4)(d) will be exempt from the requirements set forth in 603 CMR 7.14(4)(b) and (c) if they apply for the endorsement no later than December 31, 2014.

(f) The requirements for the Transition Specialist Endorsement may also be used to satisfy course requirements necessary to obtain a Professional license listed in 603 CMR 7.04(2)(c).

(g) Renewal. The Transition Specialist Endorsement shall be valid for five years and may be renewed for successive five-year terms to individuals who meet the following requirements:

  1. Valid license as listed in 603 CMR 7.14(4) (a), and
  2. Successful completion of 30 professional development points (PDPs) in the content area related to 603 CMR 7.14 (4)(d). The 30 PDPs may be included in the total number of PDPs necessary for license renewal pursuant to 603 CMR 44.00: Educator License Renewal.

(5) Autism Endorsement. Awarded to educators who meet the following requirements:

(a) Prerequisite license: An Initial or Professional license as a Teacher of Students with Moderate Disabilities, Teacher of Students with Severe Disabilities, Teacher of the Deaf and Hard-of-Hearing, or Teacher of the Visually Impaired.

(b) Demonstration of the subject matter knowledge and skill requirements set forth in 603 CMR 7.14 (5)(d), through one of the following:

  1. Demonstration of the subject matter knowledge and skill requirements set forth in 603 CMR 7.14 (5)(d), through the successful completion of a Department-approved course of study specific to providing services to students with autism. The Department will issue guidelines to govern approval for this course of study.
  2. Passing a Department-approved assessment.

(c) Field Experience Requirement

  1. Completion of a 150 hour field-based experience that includes a minimum of 75 hours in an inclusive setting with students with autism and 75 hours of additional experience in any type of school setting working with students with autism.
  2. Teachers meeting the prerequisite license requirements outlined in 603 CMR 7.14 (5) (a) who can demonstrate at least one year of teaching experience working with students with autism shall complete at least 75 hours of field-based experience working with students with autism in any type of school setting, including at least 50 of which shall take place in an inclusive setting in lieu of meeting the field experience requirements set forth in 603 CMR 7.14(5)(c)(1).

(d) Subject Matter Knowledge:

  1. Understanding of autism including the co-morbid conditions associated with autism spectrum disorders and the differences between a medical diagnosis of autism and the definition of the term autism under state and federal special education laws. Knowledge of the unique characteristics of autism as related to communication, social/emotional development, behavior, sensory processing, cognition, and learning.
  2. Assessment of students with autism including: an ability to identify, administer, and interpret a range of formal and informal tools in a culturally and linguistically appropriate manner that assess the unique strengths, skills (including academic, social, behavioral and adaptive) and learning styles of students with autism ages 3–22.
  3. Knowledge of how ongoing assessment and data collection can be used to inform instruction, services and supports; monitor progress and rates and patterns of skill acquisition; and ensure the maintenance and generalization of skills across settings.
  4. Design of effective educational programs and individual supports based on peer reviewed research to the extent practicable to support students with autism in the least restrictive environment. Knowledge of the range of specialized and individualized instructional strategies and supports for students with autism, including assistive technology, to address: the verbal and nonverbal communication needs; the need to develop social interaction skills and proficiencies including the skills and proficiencies needed to avoid and respond to bullying, harassment or teasing; the needs resulting from the student's unusual responses to sensory experiences; the needs resulting from resistance to environmental change or change in daily routines; the needs resulting from engagement in repetitive activities and stereotyped movements; the need for positive behavioral interventions, strategies, and supports to address any behavioral difficulties; and other needs resulting from the student's disability that impact making progress in the general curriculum, including social and emotional skills.
  5. Understanding and supporting the roles of other disciplines and professionals involved in the education of students with autism and facilitating coordination and collaboration of relevant IEP Team members, including parents or caregivers, related service providers and medical professionals, to meet the unique needs of students with autism in a culturally sensitive manner in accordance with M.G.L. c. 71B, §3, ¶6.

(e) Candidates with at least three years of previous employment primarily serving students with autism who can demonstrate that they meet the subject matter knowledge and skills requirements set forth in 603 CMR 7.14(5)(d) and possess a prerequisite license as outlined in 603 CMR 7.14 (5)(a) will be exempt from the requirements set forth in 603 CMR 7.14(5)(b) and (c) if they apply and complete all requirements for the endorsement no later than December 31, 2016.

(f) Candidates who were prepared outside of Massachusetts and possess a prerequisite license as outlined in 603 CMR 7.14 (5)(a) shall not be required to complete the requirements set forth in 603 CMR 7.14(5) (b) – (d) if such candidate can provide documentation of one of the following:

  1. Completion of a comparable educator preparation program that is either state- approved under the NASDTEC Interstate Agreement or has been accredited by an organization accepted by the Commissioner, such as the National Council for Accreditation of Teacher Education (NCATE).
  2. Possession of a comparable out of state license/certificate/endorsement issued by a state with which Massachusetts has signed the NASDTEC Interstate Agreement or other agreement accepted by the Commissioner.

(g) The requirements for the Autism Endorsement may also be used to satisfy course requirements necessary to obtain a Professional license listed in 603 CMR 7.04(2)(c).

(h) Renewal. The Autism Endorsement shall be valid for five years and may be renewed for successive five-year terms to individuals who meet the following requirements:

  1. Valid license as listed in 603 CMR 7.14(5)(a), and
  2. Successful completion of 30 professional development points (PDPs) in the content area related to 603 CMR 7.14 (5)(d). The 30 PDPs may be included in the total number of PDPs necessary for license renewal pursuant to 603 CMR 44.00: Educator License Renewal.

Regulatory Authority:
M.G.L. c. 69, § 1B; c. 69, §§ 1J and 1K, as amended by St. 2010, c. 12, § 3; c. 71, § 38G.



Last Updated: May 2, 2016
E-mail this page| Print View| Print Pdf
Massachusetts Department of Elementary and Secondary Education Search · Site Index · Policies · Site Info · Contact ESE