1. Endorse a candidate who has completed an approved program.
2. Recommend a candidate for licensure, providing such candidate has both completed an approved program and passed all MTEL tests required for the Massachusetts license.

1. Preparation that addresses the following:
   1. Subject matter knowledge requirements for the license. See 603 CMR 7.06, 7.07, 7.09, and 7.11. The following additional requirements apply to baccalaureate teacher preparation programs:
      1. For elementary, teacher of students with moderate disabilities, teacher of students with severe disabilities, teacher of the deaf and hard of hearing, and teacher of the visually impaired licenses: not less than 36 semester hours in upper and lower level arts and sciences coursework addressing the relevant subject knowledge topics for those licenses set forth in 603 CMR 7.06. Some of this coursework might also count toward the required arts or sciences major or general education requirements.
      2. For middle school licenses: 36 semester hours in a mathematics/science or English/history program of studies. This does not exclude the possibility of obtaining a single subject license in any of these subjects for grades 5-8.
      3. For the general science license: at least 36 semester hours addressing the topics for the general science license.
   2. Knowledge of appropriate student learning standards in Massachusetts Curriculum Frameworks.
   3. Professional Standards for Teachers or Administrators (603 CMR 7.08 and 7.10), including the use of Massachusetts Curriculum Frameworks in instruction.
   4. Application of knowledge in practice.
2. Pre-practicum.
3. Practicum or practicum equivalent.
4. License-specific assessment of candidate performance during the practicum or practicum equivalent, using guidelines developed by the Department.
5. Appropriate services for advising candidates.
6. Official transcripts of all candidates enrolled in each program.
7. Preparation and expertise that is appropriate for the respective roles and responsibilities of all professional educational faculty, faculty in the academic discipline most appropriate to the instructional field, and school district personnel involved in approved programs to prepare educators for licensure.
8. An annual report to the Department that includes the following information:
   1. Substantial changes in program components previously approved.
   2. Responses to any recommendations for improvement stated in previous program approval reports.
   3. Standards and requirements for program admission, admission to the practicum or practicum equivalent, and exit from each program.
   4. Number of candidates newly enrolled in each program.
   5. Number of candidates newly enrolled in the practicum or practicum equivalent for each program.
   6. Number and total list of program completers for each program.
   7. Number and total list of program completers taking Massachusetts educator licensure tests and the explanation for any difference between 603 CMR 7.03 (2) (a) 7.f. and g.
   8. Number and total list of program completers who sought and of those, who obtained a teaching position within the first year after program completion.
   9. Single assessment and aggregate pass rates of program completers of all programs leading to Initial educator licensure on licensing tests or assessments required by the Board.
   10. The sponsoring organization's summary pass rate, for completers of all programs leading to Initial licensure as a teacher, on licensing tests or assessments required by the Board.

(b) Professional License. Approved programs leading to the Professional license shall demonstrate the following components:

1. Preparation that satisfies the requirements in 603 CMR 7.04 (2) (c) 5.a., b.i., or c.i. Coursework and experiences used by candidates to satisfy the requirements for an Initial license may not be used to satisfy the requirements for the Professional license in the same field. The academic disciplines appropriate to the instructional field of the Professional license sought are specified in appropriate provisions of 603 CMR 7.06 for teachers and in 603 CMR 7.07 for specialist teachers.
   1. Approved teacher or specialist teacher license programs sponsored by a school district, collaborative, professional association, or other non-higher education institution of at least 50 contact hours of content-based seminars beyond the induction year.
   2. Approved programs sponsored by accredited higher education institutions.
      1. For early childhood, elementary, physical education, teacher of students with moderate disabilities, teacher of students with severe disabilities, teacher of the deaf and hard of hearing, teacher of the visually impaired, and other teacher licenses at levels PreK-8: at least half the credits are in any combination of: upper-level undergraduate or graduate courses in arts or sciences or in professional schools other than education, in the academic disciplines appropriate to the instructional field of the license sought; and pedagogical courses advanced beyond those for the Initial license and based on the academic discipline appropriate to the instructional field of the Professional license sought.
      2. For specialist teacher licenses and teacher licenses at levels 5-12 and All: at least half the credits are in upper level undergraduate or graduate level courses in arts or sciences or in professional schools other than education and are in the academic disciplines appropriate to the instructional field of the Professional license sought.
      3. For teacher licenses at levels 8-12: at least half the credits are in graduate level courses in arts or sciences or in professional schools other than education, in the academic disciplines appropriate to the instructional field of the Professional license sought.
2. Appropriate services for advising candidates.
3. Official transcripts of all candidates enrolled in the program.
4. Preparation and expertise that is appropriate for the respective roles and responsibilities of all professional educational faculty, faculty in the academic discipline most appropriate to the field of the license, and school district personnel involved in approved programs to prepare educators for licensure. Contributions of faculty in the academic discipline most appropriate to the field of the license are evident in all pedagogical courses for the academic discipline.
5. An annual report to the Department that includes the following information:
   1. Substantial changes in program components previously approved.
   2. Responses to any recommendations for improvement stated in the previous program approval report.
   3. Standards for admission to and exit from each program.
   4. Number of candidates newly enrolled in each program.
   5. Number and total list of program completers for each program.

1. For sponsoring organizations, this shall be the summary pass rate.
2. For each approved program, this shall be the single assessment pass rate for subject matter tests or the aggregate pass rate for the Communication and Literacy Skills Test where there is no subject matter test.

1. Reading subtest (single assessment pass rate).
2. Writing subtest (single assessment pass rate).
3. Communication and Literacy Skills Test (aggregate pass rate).
4. Each Subject Matter Knowledge Test (single assessment pass rate).
5. All Subject Matter Knowledge Tests (aggregate pass rate).
6. All tests of subject matter knowledge and communication and literacy skills (summary pass rate).

1. Sponsoring organizations whose programs have achieved an 80% pass rate on all required state licensure tests taken by program completers (summary pass rate) and satisfy all other Program Components set forth in 603 CMR 7.03 (2) shall be taken off review.
2. Sponsoring organizations whose programs have not achieved an 80% pass rate on all required state licensure tests taken by program completers (summary pass rate) but have made satisfactory progress shall be monitored for one more year.
3. Sponsoring organizations whose programs have not achieved an 80% pass rate on all required state licensure tests taken by program completers (summary pass rate) and who have not made satisfactory progress shall be designated as "at risk of becoming low performing" in the state's annual report to the U.S. Department of Education.

1. Possession of a bachelor's degree.
2. Passing score on the Communication and Literacy Skills test.
3. Passing score on the subject matter knowledge test(s) appropriate to the license sought, based on the subject matter knowledge requirements set forth in 603 CMR 7.06, where available.
4. Competency Review for candidates seeking the following licenses:
   1. Teacher of students with moderate disabilities, teacher of students with severe disabilities, teacher of the deaf and hard-of-hearing, and teacher of the visually impaired.
   2. Fields for which there is no subject matter knowledge test available.
5. Additional requirements for the early childhood, elementary, teacher of students with moderate disabilities, and teacher of the visually impaired licenses:
   1. Seminars or courses that address teaching these populations:
      1. Reading
      2. English language arts
      3. Mathematics
   2. Seminars or courses on ways to prepare and maintain students with disabilities for general classrooms; for example, use of strategies for learning and of behavioral management principles.
   3. Passing score on the Foundations of Reading test.
6. Additional requirements for the teacher of students with severe disabilities license:
   1. Seminars or courses that address teaching this population:
      1. Reading
      2. English language arts
      3. Mathematics
   2. Seminars or courses on ways to prepare and maintain students with disabilities for general classrooms; for example, use of strategies for learning and of behavioral management principles.
7. Additional requirements for the teacher of the deaf and hard of hearing license:
   1. Seminars or courses that address teaching this population:
      1. Reading
      2. English language arts
      3. Mathematics
   2. Seminars or courses on ways to prepare and maintain students with disabilities for general classrooms; for example, use of strategies for learning and of behavioral management principles.
   3. Passing score on either a test of the teaching of reading to deaf and hard-of-hearing students approved by the Department, when available, or the Foundations of Reading test.
8. Evidence of sound moral character.

(b) Initial

1. Possession of a bachelor's degree.
2. Passing score on the Communication and Literacy Skills test.
3. Passing score on the subject matter knowledge test(s) appropriate to the license sought, based on the subject matter knowledge requirements set forth in 603 CMR 7.06 and 7.07. Where no test has been established, completion of an approved program will satisfy this requirement.
4. Completion of an approved program for the Initial license sought as set forth in 603 CMR 7.03 (2) (a).
5. Evidence of sound moral character.

(c) Professional

1. Possession of an Initial license in the same field as the Professional license sought.
2. Completion of a one-year induction program with a mentor.
3. At least three full years of employment under the Initial license.
4. At least 50 hours of a mentored experience beyond the induction year, which may be fulfilled as part of a program option in 603 CMR 7.04 (2) (c) 5.
5. Completion of one of the following:
   1. Approved district-based program for the Professional license sought as set forth in 603 CMR 7.03 (2) (b) 1. a.
   2. A master's or higher graduate level program in an accredited college or university that is or includes one of the following:
      1. Approved program for the Professional license sought as set forth in 603 CMR 7.03 (2) (b) 1. b.
      2. A master's degree program or other advanced graduate program in the academic discipline appropriate to the license sought in a graduate or professional school other than education.
   3. For those who have completed any master's or higher degree or other advanced graduate program not described in 603 CMR 7.04 (2) (c) 5. b., in an accredited college or university, one of the following:
      1. Approved, non-degree, 12-credit program of which no fewer than nine credits are in the academic discipline appropriate to the instructional field of the Professional license sought as set forth in 603 CMR 7.03 (2) (b) 1.
      2. 12 credits of graduate level courses in the academic discipline appropriate to the instructional field of the Professional license sought; these may include credits earned prior to application for the license.
   4. Programs leading to eligibility for master teacher status, such as those sponsored by the National Board for Professional Teaching Standards and others accepted by the Commissioner.
   5. A Department-sponsored Performance Assessment Program, when available.

(d) Temporary

1. Possession of a valid educator license or certificate from another state or jurisdiction of a type comparable to at least an Initial license in Massachusetts.
2. At least three years of employment under such valid license or certificate.
3. Has not failed any part of the applicable licensure tests required by 603 CMR 7.04 (2) (a) 2 and 3.
4. Evidence of sound moral character.

1. Completion of a state-approved educator preparation program in a state with which Massachusetts has signed the NASDTEC Interstate Contract.
2. Completion of an educator preparation program sponsored by a college or university outside Massachusetts that has been accredited by the National Council for Accreditation of Teacher Education (NCATE).
3. Possession of a Regional Credential.
4. Possession of the equivalent of at least an Initial license/certificate issued by a state with which Massachusetts has signed the NASDTEC Interstate Contract and three years of employment under such license/certificate during the previous seven years.

1. Reading theory, research, and practice.
   1. Knowledge of the significant theories, approaches, practices, and programs for developing reading skills and reading comprehension.
   2. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
   3. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and informal assessment instruments.
2. Development of a listening, speaking and reading vocabulary.
3. Theories on the relationships between beginning writing and reading.
4. Theories of first and second language acquisition and development.

1. English language arts
   1. Children's literature: genres, literary elements, literary techniques, vocabulary demands.
   2. Approaches and practices for developing skill in using writing tools.
   3. Writing process and formal elements of writing.
2. Basic principles and concepts related to PreK-2 grade mathematics in number sense and numeration, patterns and functions, geometry and measurement, and data analysis.
3. Basic principles and concepts of the physical and life sciences appropriate to the PreK-2 grades.
4. Basic principles and concepts of history, geography, government, and economics appropriate to the PreK-2 grades.
5. Basic theories of cognitive, social, physical, language, and emotional development in children and adolescents, including learning through play, as they apply to children with and without disabilities.
6. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).

1. Reading theory, research, and practice.
   1. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension.
   2. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
   3. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and informal assessment instruments.
2. Development of a listening, speaking, and reading vocabulary.
3. Theories on the relationships between beginning writing and reading.
4. Theories of first and second language acquisition and development.

1. English.
   1. Children's and young adult literature.
   2. Adult literature, classical and contemporary works.
   3. Genres, literary elements, and literary techniques.
   4. Nature, history, and structure of the English language: lexicon and grammar.
   5. Approaches and practices for developing skill in using writing tools.
   6. Writing process and formal elements of writing and composition.
2. Mathematics.
   1. Basic principles and concepts important for teaching elementary school mathematics in the following areas:
      1. Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.).
      2. Functions and algebra.
      3. Geometry and measurement.
      4. Statistics and probability.
   2. Candidates shall demonstrate that they possess both fundamental computation skills and comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only that they know how to do elementary mathematics, but that they understand and can explain to students, in multiple ways, why it makes sense.
   3. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue guidelines for the scope and depth of knowledge expected in mathematics, described in 603 CMR 7.06 (7) (b) 2 a. and b.
3. History and Social Science.
   1. Major developments and figures in Massachusetts and U.S. history from colonial times to the present.
   2. Major developments and figures in world history, with stress on Western civilization.
   3. Basic economic principles and concepts.
   4. Basic geographical principles and concepts.
   5. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development.
4. Science and Technology/Engineering.
   1. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.
   2. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.
   3. Principles and procedures of scientific inquiry.
   4. History of major scientific and technological discoveries or inventions.
   5. Safety issues related to science investigations.

1. Science laboratory work.
2. Child development.
   1. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence.
   2. Characteristics and instructional implications of moderately and severely disabling conditions.
3. Basic principles and concepts in each of the visual and performing arts (art, music, drama/theater, dance).
4. Basic principles and practices in physical education.
5. Basic principles and practices related to personal and family health.

1. American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, drama from the early 20th century to the present.
2. World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic Period, the Victorian Period, and the 20th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales.
3. Characteristics of the different genres of literature.
4. Various schools of literary criticism.

1. History and structure of the English language.
2. Knowledge of the rules and conventions of standard written and spoken English.

1. Principles of classical rhetoric.
2. Modern and contemporary theories of rhetoric.
3. Similarities and differences between oral and written communication.

1. The following items will be assessed on a subject matter knowledge test:
   1. Theory and research in second language acquisition at different age levels.
   2. Linguistics (phonology, morphology, syntax, semantics, and pragmatics) of English as well as of other languages and language variations.
   3. Regional, socioeconomic, and developmental factors influencing language variation and bilingualism or multilingualism.
   4. Theories and sheltered strategies for developing English language skills in listening, speaking, reading, and writing for English language learners in bilingual or multilingual classrooms from the primary grades on.
   5. Formal and informal English language assessment procedures and instruments: selection, administration, and interpretation; normal variation in performance as well as possible differentiation from learning disabilities.
   6. Strategies for teaching sheltered subject matter and for assessing student learning.
   7. Reading theory, research, and practice:
      1. Knowledge of the significant theories and practices for developing reading skills and reading comprehension in English as a first language at different educational levels.
      2. Relevance of linguistic differences between the first and the second language for reading instruction in English.
      3. Differences in initial reading instruction in English (including phonemic awareness and phonics) for students who may or may not be literate in their first language: effects of first language literacy on second language learning and literacy.
      4. Formal and informal measures for assessing development in reading skills and their use with second language learners.
   8. Development of a listening, speaking, and reading vocabulary.
   9. Writing theory and practice:
      1. Approaches and practices for developing writing skills and the use of writing tools.
      2. Writing process and formal elements of writing.
   10. Oral/aural fluency in English at a level of proficiency set by the Board.
2. The following shall be included in an approved program but will not be addressed on the subject matter test: evidence of knowledge or study of a language other than English.

1. Spoken and written command of a standard version of the target language (the version used by a formally educated speaker of the language).
2. Knowledge of culturally and historically significant literary and non-literary texts and authors associated with the country of origin of the target language and of one other country with which the target language may now be associated.
3. Introductory knowledge of contemporary political, social, and artistic features of the country of origin of the target language and of one other country with which the target language may now be associated.
4. Children's literature, songs, and games in the target language.
5. Characteristics of elementary reading and writing pedagogy in the target language.
6. Similarities and differences between the target language and English.
7. Theories of, and differences between, first and second language acquisition.

1. Knowledge of culturally and historically significant literary and non-literary texts and authors associated with the country of origin of the target language; literary traditions, periods, and genres.
2. Introductory knowledge of the other arts (historical traditions, genres, and major artists) associated with the country of origin of the target language.
3. Introductory knowledge of the political, social and intellectual history of the country or culture with which the target language is or was originally associated.
4. Introductory knowledge of significant literary and non-literary texts, the arts, and history of at least one other country or people with which the target language may now be associated.

1. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.
2. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.
3. History and philosophy of science.
4. Safety issues related to science investigations.

1. Intermediate knowledge of biology, chemistry, physics, earth/space science, and related mathematics.
2. Methods of research in the sciences, including laboratory techniques and the use of computers.

1. United States history from the age of exploration to the Civil War.
2. World history from human beginnings and ancient and classical civilizations of the Mediterranean area; and English and Western European history through the Enlightenment.
3. Geography: major physical features of the world and key concepts of geography.
4. Basic economic principles and concepts.
5. United States political principles, institutions, and processes, their history and development.
6. Major developments and figures in Massachusetts history.

1. United States History: indigenous people of North America; European settlements and colonies; the American Revolution; expansion, reform, and economic growth of the United States up to the Civil War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and technological progress; the two World Wars; and the United States from 1945 to the present.
2. World History: human beginnings and early civilizations (Africa, Mesopotamia, Phoenicia, Egypt, India, China); roots of Western civilization (Israel, Greece, Rome); English and Western European history; Renaissance and the age of exploration; development of Asia, Africa, and South America; age of revolutionary change in Europe; the world in the era of two World Wars; and the world from 1945 to the present.
3. Geography.
   1. Major physical features of the world.
   2. Key concepts of geography and its effects on various peoples.
4. Economics.
   1. Fundamental economic concepts and economic reasoning.
   2. American economic history.
5. Government.
   1. Principles of American government and the Founding Documents of the United States.
   2. Comparative government.
6. History and Philosophy of Science.
7. Methods and Sources for Research in History.

1. Technology tools for word processing, databases, spreadsheets, print/graphic utilities, multi- and hypermedias, presentations, videos for the purpose of formal and informal assessment, instruction, and administration for professional and instructional use.
2. Communications and research tools such as email, world wide web, web browsers, and other online applications that link to the state standards and requirements, for professional and instructional use.
3. Criteria for selection, evaluation, and use of appropriate computer/technology based materials to support a variety of instructional methods.
4. Ethical and social issues surrounding privacy, copyright, and crime relating to educational technology and resources.

1. Use of resources for adaptive/assistive devices that provide access for all students.
2. Methods to support classroom teachers and other school personnel in improving student learning through appropriate use of technology in the classroom, including consultation techniques and professional development.

1. Major myths and legends.
2. Significant characteristics of classical art, architecture, and technology.
3. Major genres of literature.
4. Political, social, and economic institutions.

1. Literature
   1. American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, and drama from the early 20th century to the present.
   2. World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic Period, the Victorian Period, and the 20th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales.
   3. Characteristics of the different genres of literature.
2. Language.
   1. History and structure of the English language.
   2. Knowledge of the rules and conventions of standard written and spoken English.
3. Rhetoric and Composition.
   1. Principles of classical rhetoric.
   2. Similarities and differences between oral and written communication.

1. United States History: indigenous people of North America; European settlements and colonies; the American Revolution; expansion, reform, and economic growth of the United States up to the Civil War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and technological progress; the two World Wars; and the United States from 1945 to the present.
2. World History: human beginnings and early civilizations (Africa, Mesopotamia, Phoenicia, Egypt, India, China); roots of Western Civilization (Israel, Greece, Rome); English and Western European history; Renaissance and the age of exploration; age of revolutionary change in Europe; development of Asia, Africa, and South America; the world in the era of two World Wars; and the world from 1945 to the present.
3. Geography.
   1. Major physical features of the world.
   2. Key concepts of geography and its effects on various peoples.
4. Economics.
   1. Fundamental economic concepts and economic reasoning.
   2. American economic history.
5. Government: Principles of American government and the founding documents of the United States.
6. Methods and Sources for Research in History.

1. Intermediate knowledge of biology, chemistry, physics, earth/space science, and related mathematics.
2. History and philosophy of science.
3. Methods of research in the sciences, including laboratory techniques and the use of computers.

1. Algebra.
2. Euclidean geometry.
3. Trigonometry.
4. Discrete/finite mathematics.
5. Introductory calculus through integration.
6. History of mathematics.

1. Traditional Western music theory and harmony.
2. Score reading and musical analysis.
3. Music history and literature, including the following:
   1. Western (European) - early Gregorian chant to present.
   2. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams).
   3. Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres.
4. Music criticism: analysis and critique of musical works and performance.
5. Knowledge of at least one special approach to music education for students, such as Orff Schulwerk, Kodály, Dalcroze, Suzuki, Gordon.
6. Musical development in children and adolescents.
7. Introductory knowledge of choral literature and conducting techniques.
8. Introductory knowledge of instrumental literature and conducting techniques.

1. Singing skills and basic vocal production.
2. Sight singing and music reading, using standard notation.
3. Intermediate level of keyboard proficiency.
4. Use of technologies in music.
5. Advanced vocal proficiency.
6. Choral methods for treble, changing, and high school voices.
7. Advanced instrumental proficiency on one instrument.
8. Instrumental methods on strings, woodwinds, brass, percussion.

1. The founding documents of the United States and Massachusetts.
2. American government and politics.
3. Comparative government.
4. Theories of political science or philosophy.
5. International relations.

1. United States history.
2. Western civilization.
3. World history.

1. Major physical features of the world.
2. Key concepts of geography and its effects on various peoples.

1. Fundamental economic concepts and economic reasoning.
2. American economic history.

1. Reading theory, research, and practice.
   1. Knowledge of the significant theories, approaches, practices, and programs for developing reading skills and reading comprehension.
   2. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
   3. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and informal assessment instruments.
2. Development of a listening, speaking, and reading vocabulary.
3. Theories of the relationships between beginning writing and reading.
4. Theories of first and second language acquisition and development.

1. English.
   1. Children's and young adult literature.
   2. Adult literature, classical and contemporary works.
   3. Genres, literary elements, and literary techniques.
   4. Nature, history, and structure of the English language: lexicon and grammar.
   5. Approaches and practices for developing skill in using writing tools.
   6. Writing process and formal elements of writing and composition.
2. Mathematics.
   1. Basic principles and concepts important for teaching elementary school mathematics in the following areas:
      1. Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.).
      2. Functions and algebra.
      3. Geometry and measurement.
      4. Statistics and probability.
   2. Candidates shall demonstrate that they possess both fundamental computation skills and comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only that they know how to do elementary mathematics, but that they understand and can explain to students, in multiple ways, why it makes sense.
   3. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue guidelines for the scope and depth of knowledge expected in mathematics, described in 603 CMR 7.06 (7) (b) 2 a. and b.
3. History and Social Science.
   1. Major developments and figures in Massachusetts and U.S. history from colonial times to the present.
   2. Major developments and figures in world history, with stress on Western civilization.
   3. Basic economic principles and concepts.
   4. Basic geographical principles and concepts.
   5. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development.
4. Science and Technology/Engineering.
   1. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.
   2. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.
   3. Principles and procedures of scientific inquiry.
   4. History of major scientific and technological discoveries or inventions.
   5. Safety issues related to science investigations.

1. Educational terminology for students with mild to moderate disabilities.
2. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).
3. Design or modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities.
4. Ways to prepare and maintain students with disabilities for general education classrooms; for example, use of behavioral management principles.
5. Knowledge of services provided by other agencies.
6. Federal and state laws and regulations pertaining to special education.
7. Science laboratory work.
8. Child development.
   1. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence.
   2. Characteristics and instructional implications of moderately and severely disabling conditions.

1. English.
   1. Children's and young adult literature.
   2. Adult literature, classical and contemporary works.
   3. Genres, literary elements, and literary techniques.
   4. Nature, history, and structure of the English language: lexicon and grammar.
   5. Approaches and practices for developing skill in using writing tools.
   6. Writing process and formal elements of writing and composition.
2. Mathematics.
   1. Basic principles and concepts important for teaching elementary school mathematics in the following areas:
      1. Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.).
      2. Functions and algebra.
      3. Geometry and measurement.
      4. Statistics and probability.
   2. Candidates shall demonstrate that they possess both fundamental computation skills and comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only that they know how to do elementary mathematics, but that they understand and can explain to students, in multiple ways, why it makes sense.
   3. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue guidelines for the scope and depth of knowledge expected in mathematics, described in 603 CMR 7.06 (7) (b) 2 a. and b.
3. History and Social Science.
   1. Major developments and figures in Massachusetts and U.S. history from colonial times to the present.
   2. Major developments and figures in world history, with stress on Western civilization.
   3. Basic economic principles and concepts.
   4. Basic geographical principles and concepts.
   5. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development.
4. Science and Technology/Engineering.
   1. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.
   2. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.
   3. Principles and procedures of scientific inquiry.
   4. History of major scientific and technological discoveries or inventions.
   5. Safety issues related to science investigations.

1. Definitions, etiologies, and characteristics of severely disabling conditions.
2. Theories, concepts, and methods of assessing physical, emotional, intellectual, and social development in children and adolescents.
3. Theories of language development and the effects of disabilities on learning.
4. Reading.
   1. Reading theory, research, and practice.
      1. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension.
      2. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
      3. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and informal assessment instruments.
   2. Development of a listening, speaking, and reading vocabulary.
   3. Theories on the relationships between beginning writing and reading.
   4. Theories of first and second language acquisition and development.
5. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).
6. How to design or modify curriculum, instructional materials, and classroom environments for students with severe disabilities.
7. Ways to prepare and maintain students with severe disabilities for general education classrooms; for example, use of behavioral management principles.
8. Knowledge of services provided by other agencies.
9. Knowledge of appropriate vocational or alternative school programs, or work-study and community-based opportunities and alternative high school programs and how to refer students to them.
10. Federal and state laws pertaining to special education.
11. Techniques for developing skills designed to facilitate placement in least restrictive environments.
12. Appropriate use of augmentative communication and other assistive technologies.
13. Source and operation of orthotic devices, medical technologies, and computer-moderated prosthetic devices.

1. English.
   1. Children's and young adult literature.
   2. Adult literature, classical and contemporary works.
   3. Genres, literary elements, and literary techniques.
   4. Nature, history, and structure of the English language: lexicon and grammar.
   5. Approaches and practices for developing skill in using writing tools.
   6. Writing process and formal elements of writing and composition.
2. Mathematics.
   1. Basic principles and concepts important for teaching elementary school mathematics in the following areas:
      1. Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.).
      2. Functions and algebra.
      3. Geometry and measurement.
      4. Statistics and probability.
   2. Candidates shall demonstrate that they possess both fundamental computation skills and comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only that they know how to do elementary mathematics, but that they understand and can explain to students, in multiple ways, why it makes sense.
   3. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue guidelines for the scope and depth of knowledge expected in mathematics, described in 603 CMR 7.06 (7) (b) 2 a. and b.
3. History and Social Science.
   1. Major developments and figures in Massachusetts and U.S. history from colonial times to the present.
   2. Major developments and figures in world history, with stress on Western civilization.
   3. Basic economic principles and concepts.
   4. Basic geographical principles and concepts.
   5. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development.
4. Science and Technology/Engineering.
   1. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.
   2. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.
   3. Principles and procedures of scientific inquiry.
   4. History of major scientific and technological discoveries or inventions.
   5. Safety issues related to science investigations.

1. Theories of language acquisition for American Sign Language (ASL) and English in hearing and deaf and hard-of-hearing children.
2. Theories on the relationship between ASL and the English language.
3. Similarities and differences in the linguistic structure of ASL and English.
4. Benefits and limitations of ASL, spoken English, and printed English for learning, and the instructional strategies for using them.
5. Knowledge of how deaf people live their daily lives.
6. Historical and current developments in deaf education in the United States and other countries.
7. Features of family support and services.
8. Similarities and differences between hearing and deaf and hard-of-hearing students in emotional, social, and intellectual development.
9. Ways to prepare deaf and hard-of-hearing students for classrooms ranging from general education classrooms to schools for the deaf and hard of hearing.
10. Design or modification of the curriculum and instructional materials for the deaf and hard-of-hearing.
11. Modifications of theories of reading for hearing children necessary for the learning of reading by deaf and hard-of-hearing children.
12. General and specific effects of hearing loss upon the production of speech and the reception of speech and other sounds.
13. General and specific effects of visual processing and reception of a visual language and its acquisition.
14. Anatomy and physiology of human speech, hearing, and language mechanisms.
15. Knowledge of state-of-the-art diagnostic instruments; procedures for testing and interpreting results.
16. Characteristics of types of amplification equipment and their uses by teachers and students.
17. Medical, social, ethical, and educational research relating to the deaf and hard-of-hearing, including the effects of cochlear implants on language learning.
18. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).
19. Federal and state laws pertaining to special education.
20. Science laboratory work.
21. Child development.
    1. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence.
    2. Characteristics and instructional implications of moderately and severely disabling conditions.

1. Passing score on either a test of the teaching of reading to deaf and hard-of- hearing students approved by the Department or the Foundations of Reading test.
2. Passing score on a test of American Sign Language approved by the Department.

1. English.
   1. Children's and young adult literature.
   2. Adult literature, classical and contemporary works.
   3. Genres, literary elements, and literary techniques.
   4. Nature, history, and structure of the English language: lexicon and grammar.
   5. Approaches and practices for developing skill in using writing tools.
   6. Writing process and formal elements of writing and composition.
2. Mathematics.
   1. Basic principles and concepts important for teaching elementary school mathematics in the following areas:
      1. Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.).
      2. Functions and algebra.
      3. Geometry and measurement.
      4. Statistics and probability.
   2. Candidates shall demonstrate that they possess both fundamental computation skills and comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only that they know how to do elementary mathematics, but that they understand and can explain to students, in multiple ways, why it makes sense.
   3. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue guidelines for the scope and depth of knowledge expected in mathematics, described in 603 CMR 7.06 (7) (b) 2. a. and b.
3. History and Social Science.
   1. Major developments and figures in Massachusetts and U.S. history from colonial times to the present.
   2. Major developments and figures in world history, with stress on Western civilization.
   3. Basic economic principles and concepts.
   4. Basic geographical principles and concepts.
   5. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development.
4. Science and Technology/Engineering.
   1. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.
   2. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.
   3. Principles and procedures of scientific inquiry.
   4. History of major scientific and technological discoveries or inventions.
   5. Safety issues related to science investigations.

1. Reading theory, research, and practice.
   1. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension.
   2. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
   3. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and informal assessment instruments.
2. Development of a listening, speaking, and reading vocabulary.
3. Theories on the relationships between beginning writing and reading.
4. Theories of first and second language acquisition and development.

1. Similarities and differences between visually impaired and non-visually impaired children in emotional, social, physical, and intellectual development.
2. Anatomy and physiology of the eye and visual abnormalities.
3. Historical and current developments in education of the visually impaired in the United States and other countries.
4. How to use state-of-the-art diagnostic information.
5. Medical and educational research related to the visually impaired.
6. Use of Grade II Braille and the Nemeth Code.
7. Use of assistive technology such as low-vision devices.
8. Design or modification of the curriculum and instructional materials for the visually impaired.
9. Ways to prepare visually impaired students for, classrooms ranging from general education classrooms to schools for the visually impaired.
10. Features of family support and services.
11. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).
12. Federal and state laws pertaining to special education.
13. Science laboratory work.
14. Child development.
    1. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence.
    2. Characteristics and instructional implications of moderately and severely disabling conditions.

1. Prerequisites: At least an Initial license in elementary, middle school, English, history, political science/political philosophy, mathematics, or one of the sciences and at least one year of teaching experience under that license.
2. Completion of an approved educator preparation program for the Initial license as set forth in 603 CMR 7.03 (2) (a). The practicum or practicum equivalent of 150 hours must be with a group of students identified by the district as academically advanced. Practicum or practicum equivalent must include approximately equal experience with academically advanced students both in a general education classroom and in classes for academically advanced students at two different grade levels.
3. The topics set forth in 603 CMR 7.06 (18) (a) and (b) and 603 CMR 7.06 (19) (a) and (b), together with the following topics, will be addressed on the test of subject matter knowledge:
   1. Knowledge of ways to adapt curricular content from higher grade levels, especially in science and mathematics, for academically advanced students in lower grade levels.
   2. Design and implementation of accelerated curricula providing conceptual understanding for academically advanced students in mixed ability classrooms that enable them to engage in sustained study in a content area appropriate to their learning pace.
4. The following topics shall be included in an approved program but will not be addressed on a test of subject matter knowledge:
   1. Knowledge of curricular content in all the Massachusetts Curriculum Frameworks for PreK-10, with emphasis on either science and mathematics or the humanities.
   2. Emotional, social, and cognitive development and needs of academically advanced students.
   3. Design and implementation of accelerated curricula providing conceptual understanding for academically advanced students in groups (pullout grouping, cluster grouping, cross-graded classes, full-time ability grouping, regrouping for specific instruction).
   4. Knowledge of research on issues related to the education of academically advanced students.
   5. Knowledge of federal and state laws on education for the academically advanced.
5. Individuals are exempt from the requirements set forth in 7.07 (1) (a) 1. through 4. if they have at least three years employment by a school district in a role that included significant experience with students identified by the district as academically advanced and have passed one of the following subject matter knowledge tests: Middle School Mathematics/Science, Middle School Humanities, Middle School Mathematics, General Science, or any single subject matter test in an academic subject taught in 5-12 for which the Department issues a license.

1. For candidates who do not hold any Professional teacher license, complete requirements set forth in 603 CMR 7.04 (2) (c).
2. For candidates who hold at least one Professional teacher license, complete three years of employment under the Initial license in the field of the Professional license sought.

1. Prerequisite: At least an Initial teaching license and at least one year of experience under that license.
2. Completion of an approved educator preparation program for the Initial license as set forth in 603 CMR 7.03 (2) (a).
3. The following topics will be addressed on the test of subject matter knowledge:
   1. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension.
   2. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
   3. History and nature of English vocabulary and of English-language dialects; development of vocabulary knowledge.
   4. Theories, research, and practices for reading instruction in the academic disciplines.
   5. Selection and use of appropriate programs, materials, and technology for reading instruction.
   6. Knowledge of, and selection criteria for, literature and informational books for children and adolescents.
   7. Screening and diagnostic instruments, their administration and use for determining student strengths and weaknesses.
   8. Knowledge and use of a variety of informal and formal reading assessments.
   9. Second language acquisition and its relationship to literacy learning.
   10. Child and adolescent development and the timing of formal reading instruction.
   11. Cognitive development in adolescence and its relationship to reading instruction.
   12. Approaches and practices for writing instruction, including assessment of writing skills and their relationship to reading.
   13. Methods to support classroom teachers and tutors in the improvement of reading instruction, including consultation techniques and professional development.

1. For candidates who do not hold any Professional teacher license, complete requirements set forth in 603 CMR 7.04 (2) (c).
2. For candidates who hold at least one Professional teacher license, complete three years of employment under the Initial license in the field of the Professional license sought.

1. Master's degree in speech-language pathology from a program accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA).
2. Eligibility for Clinical Fellowship.
3. Passing score on the Communication and Literacy Skills test.
4. Completion of a clinical practicum consisting of 100 onsite hours in a public school or an approved private school setting.
5. Adherence to the Code of Ethics of the American Speech-Language-Hearing Association.

1. Possession of an Initial license.
2. Possession and maintenance of the license to practice speech-language pathology through the Massachusetts Board of Registration of Speech-Language Pathology and Audiology.
3. Completion of the Clinical Fellowship in speech-language pathology.
4. Passing score on the National Examination in Speech-Language Pathology and Audiology.
5. Three years of employment under the Initial license in the field of the Professional license sought.

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.
2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.
3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.
5. Plans lessons with clear objectives and relevant measurable outcomes.
6. Draws on resources from colleagues, families, and the community to enhance learning.
7. Incorporates appropriate technology and media in lesson planning.
8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

1. Communicates high standards and expectations when beginning the lesson:
   1. Makes learning objectives clear to students.
   2. Communicates clearly in writing and speaking.
   3. Uses engaging ways to begin a new unit of study or lesson.
   4. Builds on students' prior knowledge and experience.
2. Communicates high standards and expectations when carrying out the lesson:
   1. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
   2. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).
   3. Demonstrates an adequate knowledge of and approach to the academic content of lessons.
   4. Employs a variety of reading and writing strategies for addressing learning objectives.
   5. Uses questioning to stimulate thinking and encourages all students to respond.
   6. Uses instructional technology appropriately.
   7. Employs appropriate sheltered English or subject matter strategies for English learners
3. Communicates high standards and expectations when extending and completing the lesson:
   1. Assigns homework or practice that furthers student learning and checks it.
   2. Provides regular and frequent feedback to students on their progress.
   3. Provides many and varied opportunities for students to achieve competence.
4. Communicates high standards and expectations when evaluating student learning:
   1. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
   2. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

1. Creates an environment that is conducive to learning.
2. Creates a physical environment appropriate to a range of learning activities.
3. Maintains appropriate standards of behavior, mutual respect, and safety.
4. Manages classroom routines and procedures without loss of significant instructional time.

1. Encourages all students to believe that effort is a key to achievement.
2. Works to promote achievement by all students without exception.
3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.
4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

1. Understands his or her legal and moral responsibilities.
2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.
3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.
4. Collaborates with colleagues to improve instruction, assessment, and student achievement.
5. Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them.
6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.
7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

1. Completion of at least three full years of employment in an executive management/leadership role or in a supervisory, teaching, or administrative role in a public/charter school, private school, higher education, or other educational setting accepted by the Department.
2. Passing score on the Communication and Literacy Skills test.

1. Possession of at least an Initial license in another educational role or Preliminary Superintendent/Assistant Superintendent license and completion of three full years of employment in a district-wide, school-based, or other educational setting.
2. Demonstration of successful application of the Professional Standards for Administrators set forth in 603 CMR 7.10 through completion of a Performance Assessment for Initial License and one of the following:
   1. An approved post-baccalaureate program of studies including a supervised practicum/practicum equivalent (300 hours) in the superintendent/assistant superintendent role.
   2. An administrative apprenticeship/internship (300 hours) in the superintendent/assistant superintendent role with a trained mentor, using Department guidelines.
   3. A Panel Review.
3. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license as superintendent/assistant superintendent.
2. Completion of a one-year induction program with a trained mentor.
3. At least three full years of employment under the Initial superintendent/ assistant superintendent license.

1. Prerequisite Experience. Completion of at least three full years of employment in an executive management/leadership role or in a supervisory, teaching, or administrative role in a public school, private school, higher education, or other educational setting accepted by the Department.
2. Demonstration of successful application of the Professional Standards for Administrators set forth in 603 CMR 7.10 through completion of a Performance Assessment for Initial License and one of the following:
   1. An approved post-baccalaureate program of studies including a supervised practicum/practicum equivalent (300 hours) in the principal/assistant principal role and at the level of the license sought.
   2. An administrative apprenticeship/internship (300 hours) in the principal/assistant principal role and at the level of the license sought with a trained mentor, using Department guidelines.
   3. A Panel Review. Eligibility for a Panel Review is limited to candidates who have completed one of the following:
      1. A post-baccalaureate program in management/administration at an accredited college or university.
      2. Three full years of employment in an executive management/ leadership, supervisory, or administrative role.
3. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license as principal/assistant principal.
2. Completion of a one-year induction program with a trained mentor.
3. At least three full years of employment under the Initial school principal/assistant principal license.

1. Prerequisite Licenses. Possession of at least a Preliminary license as follows:
   1. Pupil personnel directors:
      1. School psychologist,
      2. School guidance counselor, or
      3. School social worker/school adjustment counselor
   2. School guidance directors:
      1. School guidance counselor or
      2. School social worker/school adjustment counselor
   3. Directors, department heads, and curriculum specialists:
      1. Teacher
      2. Specialist Teacher
2. Prerequisite Experience. Completion of three full years of employment in a leadership, supervisory, teaching, or administrative role in a public school, private school, higher education, or other educational setting accepted by the Department.
3. Demonstration of successful application of the Professional Standards for Administrators set forth in 603 CMR 7.10 through completion of a Performance Assessment and one of the following:
   1. An approved post-baccalaureate program of studies including a supervised practicum/practicum equivalent (300 hours) in the supervisor/director role.
   2. An administrative apprenticeship/internship (300 hours) in a supervisor/director role for the license sought with a trained mentor, using Department guidelines.
   3. A Panel Review. Eligibility for a Panel Review is limited to those candidates who have either completed a post-baccalaureate program in management/administration at an accredited institution or have three full years of employment in an executive management/leadership, supervisory, or administrative role.
4. Passing score on the Communication and Literacy Skills test.
5. Additional requirements for directors, department heads, and curriculum specialists in the core academic subjects at the secondary level (5-12):
   1. A master's degree in the arts or sciences in one of the core academic subjects they will supervise, or
   2. At least 18 credits of advanced graduate studies in one of the core academic subjects they will supervise.

1. Possession of an Initial license as supervisor/director.
2. Completion of a one-year induction program with a trained mentor.
3. At least three full years of employment under the Initial supervisor/director license.

1. Prerequisite Experience.
   1. Possession of at least an Initial license in special education, or as school guidance counselor, school principal/assistant school principal, school psychologist, school social worker/school adjustment counselor, or speech, language and hearing disorders teacher and completion of three full years of employment in a district-wide, school-based, or other educational setting, or
   2. Completion of at least three full years of employment in law, public policy, higher education, or other related field accepted by the Department.
2. Demonstration of successful application of the Professional Standards for Administrators set forth in 603 CMR 7.10 and appropriate knowledge of special education laws, regulations, and issues through completion of a Performance Assessment for Initial License and one of the following:
   1. An approved post-baccalaureate program of studies including a supervised practicum/practicum equivalent (300 hours) in the special education administrator role.
   2. An administrative apprenticeship/internship (300 hours) in the special education administrator role, with a trained mentor, using Department guidelines.
   3. A Panel Review. Eligibility for a Panel Review is limited to those candidates who have either completed a post-baccalaureate program in management/administration at an accredited college or university or have three full years of employment in an executive management/leadership, supervisory, or administrative role.
3. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license as special education administrator.
2. Completion of a one-year induction program with a trained mentor.
3. At least three full years of employment under the Initial special education administrator license.

1. Prerequisite Experience.
   1. Possession of at least an Initial license in another educational role and completion of three full years of employment in a district-wide, school-based, or other educational setting, or
   2. Completion of at least three full years of employment in a business management/administrative role in a business, educational, or other setting accepted by the Department.
2. Subject Matter Knowledge.
   1. Financial planning and management methods.
   2. Accounting systems.
   3. Management of federal and state appropriations for special services (e.g., special education, food, and transportation).
   4. Municipal and school finance laws and regulations.
   5. Personnel matters including contract negotiations.
   6. Purchasing and district level facilities management.
   7. Insurance.
   8. Payroll.
   9. Scheduling.
3. Demonstration of successful application of appropriate Professional Standards for Administrators set forth in 603 CMR 7.10, as determined in Department guidelines, and successful application of school business administrator subject matter knowledge through completion of a Performance Assessment for Initial License and one of the following:
   1. An approved post-baccalaureate program of studies including a supervised practicum/practicum equivalent (300 hours) in the school business administrator role.
   2. An administrative apprenticeship/internship (300 hours) in the school business administrator role with a trained mentor, using Department guidelines.
   3. A Panel Review. Eligibility for a Panel Review is limited to those candidates who have either completed a post-baccalaureate program in management/administration at an accredited college or university or have three full years of employment in an executive management/leadership, supervisory, or administrative role.
   4. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license as school business administrator.
2. Completion of a one-year induction program with a trained mentor.
3. At least three full years of employment under the Initial school business administrator license.

1. Articulates the purposes of education and the place of public schools in the United States of America.
2. Articulates vision and mission.
3. Reviews, evaluates, and revises instructional programs on the basis of sound information and relevant data.
4. Knows and encourages appropriate uses of instructional technologies.
5. Promotes activities that honor academic excellence.
6. Involves staff in preparing and implementing professional development plans that are related to improved student learning.
7. Helps staff align their curriculum with the state's curriculum frameworks.
8. Understands principles of mentoring and provides new teachers with mentors.
9. Encourages experimentation and rigorous evaluation of new pedagogical approaches.
10. Plans effectively for the implementation of policy decisions, taking into account unanticipated consequences and costs.

1. Demonstrates effective oral and written communication skills.
2. Uses effective methods of personnel selection, supervision, and evaluation.
3. Identifies, implements, and evaluates content-based instruction based on the Massachusetts Curriculum Frameworks.
4. Practices relevant fiscal management policies and procedures.
5. Uses technology appropriately for his or her professional position.
6. Acts with integrity, fairness, and professionalism.
7. Understands plant facilities and equipment management.

1. Assures presence and quality of educational programs that address the needs, interests, and abilities of all students.
2. Provides programs or activities that help all students acquire a positive civic identity and see themselves as integral members of our civic communities.
3. Fosters understanding that effort is a key factor in achievement.
4. Helps all students see themselves as unique individuals responsible for their own actions.
5. Assures high academic expectations for all students.
6. Holds teachers, students, and self to high standards of performance and behavior.

1. Involves families and other community members in developing the vision, goals, improvement plans, and programs for the school/district.
2. Promotes partnerships among staff, families, the business community, and other community groups and uses community resources to enhance instruction.

1. Meets his or her legal and moral responsibilities.
2. Maintains interest in current developments in the professional discipline.
3. Knows educational principles and research that promote sound practices.
4. Studies educational research of relevance to professional responsibilities.
5. Is familiar with the range of instructional programs and policies that can promote academic learning for all students.
6. Is familiar with the range of student support services.
7. Is familiar with the range of professional training programs and providers for prospective teachers.
8. Knows multiple strategies to assess student performance.
9. Understands approaches to organizational change, school-based management, and school restructuring.
10. Understands federal, state, and municipal laws and regulations affecting schools, staff, and students including laws on disability, civil rights and responsibilities, issues of liability, and requirements of due process.
11. Demonstrates understanding of current issues in American education.

1. Master's degree with a major in counseling.
2. Subject Matter Knowledge:
   1. Familiarity with the Curriculum Frameworks and their use in the advising responsibilities of the guidance counselor.
   2. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and parents.
   3. Psychology of learning.
   4. Understanding of the diagnosis and treatment of learning and behavior disorders.
   5. Theories of normal and abnormal intellectual, social, and emotional development.
   6. Knowledge of strategies used for the prevention and treatment of substance abuse, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students.
   7. Philosophy, principles and practices in school guidance counseling.
   8. Federal, state, municipal, and school laws and regulations.
   9. Career counseling.
   10. Resources within the school system or the community for referral.
   11. Knowledge of statistics, research design, and research in guidance counseling.
   12. Group counseling and group leadership.
   13. Development of skills for consultation with parents, teachers, and administrators.
   14. College counseling and use of college and other post-secondary resource materials (grades 5-12).
3. A practicum of 450 hours in an educational setting.
4. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license.
2. Three years of employment as a school guidance counselor.
3. Completion of one of the following:
   1. A total of 60 credits of graduate coursework that may include credits earned in a master's degree program for the Initial license in a discipline appropriate to the license sought, which include but are not limited to school counseling, mental health counseling, school psychology, or clinical psychology.
   2. Achievement and maintenance of certification or licensure from one of the following:
      1. National Board of Certified Counselors (NBCC).
      2. National Board for School Counseling.

1. Valid license to practice as a Registered Nurse in Massachusetts.
2. A bachelor's or master's degree in nursing.
3. A minimum of two full years of employment as a Registered Nurse in a child health, community health, or other relevant clinical nursing setting.
4. Completion of an orientation program based on the requirements for delivery of school health services as defined by the Department of Public Health.
5. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license.
2. Three years of employment as a school nurse.
3. Completion of one of the following:
   1. Achievement and maintenance of certification or licensure by a nationally recognized professional nursing association as a school nurse, community health nurse, or a pediatric/family/school nurse practitioner.
   2. A master's degree program that may include credits earned in a master's degree program for the Initial license in community health, health education, nursing, or public health.

1. Completion of a master's degree or higher in school psychology approved by the National Association of School Psychologists (NASP), including an advanced practicum of 1,200 hours, 600 of which must be in a school setting. (The Commissioner may grant temporary approval, in accordance with NASP standards, to institutions without NASP approval for up to five years while they achieve such approval.)
2. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license.
2. Three years of employment as a school psychologist.
3. Completion of one of the following:
   1. Passing score on the National School Psychology Examination.
   2. Achievement and maintenance of a certificate or license from one of the following:
      1. The Massachusetts Board of Allied Mental Health Professionals, as an educational psychologist.
      2. The National Association of School Psychologists, as a school psychologist.

1. Master's degree in Social Work or Counseling.
2. Course work and clinical experience that demonstrate knowledge of:
   1. Principles of therapeutic relationships.
   2. Theories of normal and abnormal intellectual, social, and emotional development.
   3. Learning disorders, including emotional issues affecting student achievement, and their treatment.
   4. Prevention and treatment of substance abuse, physical and sexual abuse, and violence in PreK-12 students.
   5. Knowledge of state-of-the-art diagnostic instruments; procedures for testing and interpreting results.
   6. Techniques for communicating and working with families and school and community personnel.
   7. Knowledge of the criminal justice system with particular reference to the juvenile justice system and organizations.
   8. Knowledge of medical conditions and medication related to physical disabilities and learning disorders.
   9. Federal and state laws and regulations addressing the legal rights of students and families.
3. A practicum of 900 hours, 450 of which must be working with children, adolescents, and families in an educational setting.
4. Passing score on the Communication and Literacy Skills test.

1. Possession of an Initial license as a school social worker/school adjustment counselor.
2. Three years of employment as a school social worker or school adjustment counselor.
3. Completion of one of the following:
   1. A total of 60 credits of graduate coursework that may include credits earned in a master's degree program for the Initial license in a discipline appropriate to the license sought including but not limited to mental health counseling, psychological counseling, school counseling, school social work, or social work.
   2. Achievement and maintenance of a certificate or license from one of the following:
      1. The Massachusetts Board of Registration of Social Work, as a Licensed Certified Social Worker (LCSW) or a Licensed Independent Clinical Social Worker (LICSW).
      2. The Massachusetts Board of Allied Mental Health Professionals, as a Licensed Mental Health Counselor (LMHC), a Licensed Marriage and Family Therapist (LMFT), or a Licensed Rehabilitation Counselor (LRC).

1. Teachers holding an Initial or Professional license in one field may earn a license of the same type and at the same level in a new field, except as provided in 603 CMR 7.14 (2) (a) 2. and 3. by:
   1. Achieving a passing score on the appropriate subject matter knowledge test(s) of the MTEL, or
   2. Passing a competency review for those licenses for which there is no subject matter test.
2. Additional requirements for earning a license as an early childhood or elementary teacher: completion of a practicum/practicum equivalent or internship of 150 hours in the role of the license sought in an appropriate classroom.
3. Additional requirements for earning a license as 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 are completion of both:
   1. A competency review, and
   2. A practicum/practicum equivalent or internship of 150 hours in the role of the license sought in an appropriate classroom.

1. Teachers holding an Initial or Professional license at one grade level may obtain a license of the same type and in the same field at a new grade level by:
   1. Achieving a passing score on the appropriate subject matter test(s) at the new level or by passing a competency review for those licenses for which there is no subject matter test.
   2. Completing one of the following:
      1. A seminar, institute, or course approved by the Department addressing the curriculum and developmental characteristics of the age group appropriate to the license sought.
      2. A practicum/practicum equivalent or internship of 150 hours in the role of the license in an appropriate classroom.
2. Guidance counselors holding an Initial or Professional license at one grade level may obtain a license of the same type and in the same field at a new grade level by completing one of the following:
   1. A seminar, institute, or course approved by the Department addressing the curriculum and developmental characteristics of the age group appropriate to the license sought.
   2. A practicum/practicum equivalent or internship of 150 hours in the role of the license sought in an appropriate classroom.

1. Superintendent/assistant superintendent or principal/assistant principal by:
   1. Completing one of the following:
      1. Three full years of employment under a valid administrator license.
      2. A practicum/practicum equivalent or internship of 300 hours in the role of the license sought.
   2. Demonstrating successful application of the Professional Standards for Administrators as set forth in 603 CMR 7.10 through completion of a Performance Assessment for Initial License. Administrators who successfully completed a Performance Assessment for Initial License to obtain their current administrator license are not required to complete an additional Performance Assessment for Initial License.
2. School business administrator by completing:
   1. One of the following:
      1. Three years' full-time employment under a valid license as a superintendent or assistant superintendent.
      2. A practicum/practicum equivalent or internship of 300 hours in the role of a school business administrator.
   2. A Performance Assessment for Initial License that meets the requirements set forth in 603 CMR 7.09 (5) (a) 2.and 7. 10.
3. Supervisor/director by:
   1. Completing one of the following:
      1. Three years of employment under a valid administrator license.
      2. A practicum/practicum equivalent or internship of 300 hours in the role of the supervisor/director license sought.
   2. Demonstrating successful application of the Professional Standards for Administrators as set forth in 603 CMR 7.10 through a Performance Assessment for Initial License. Administrators who successfully completed a Performance Assessment for Initial License to obtain their current administrator license are not required to complete an additional Performance Assessment for Initial License.
   3. Possessing the appropriate prerequisite license as specified in 603 CMR 7.09 (3) (b) 1.
   4. Meeting the additional requirements for directors, department heads, and curriculum specialists in core academic subjects at the secondary level (5-12) as specified in 603 CMR 7.09 (3) (b) 5.
4. Special education administrator by:
   1. Completing one of the following:
      1. Three years of employment under a valid superintendent/assistant superintendent, principal/assistant principal, or school business administrator license.
      2. A practicum/practicum equivalent or internship of 300 hours in the role of a special education administrator.
5. Demonstrating successful application of the Professional Standards for Administrators as set forth in 603 CMR 7.10 and the appropriate knowledge of special education laws, regulations, and issues through a Performance Assessment for Initial License.
6. Possessing the appropriate prerequisite experience as specified in 603 CMR 7.09 (4) (a) 1.

1. A seminar, institute, or course approved by the Department, addressing the curriculum and developmental characteristics of the age group appropriate to the license sought.
2. A practicum/practicum equivalent or internship of 300 hours in the role and at the level of the license sought.

1. Have been employed for five years under a valid Initial license.
2. Present evidence of sound moral character.
3. Submit a plan outlining how the candidate will fulfill the requirements for a Professional license.

1. The Commissioner may suspend or limit, either indefinitely or for a fixed period of time, or revoke a license if after investigation any of the following is determined:
   1. The license was obtained through fraud or misrepresentation of a material fact;
   2. The holder of the license is unfit to perform the duties for which the license was granted;
   3. The holder of the license has pleaded guilty, received deferred adjudication, or been convicted in a court of law of a crime involving moral turpitude or of any other crime of such nature that in the opinion of the Commissioner the person so convicted discredits the profession, brings the license into disrepute, or lacks good moral character;
   4. The holder has had one or more licenses or certificates revoked, suspended, surrendered, or otherwise limited as part of an administrative proceeding in another jurisdiction or by another licensing body for reasons that are sufficient for limitation of a Massachusetts license, regardless of whether or not the holder obtained a Massachusetts license through the NASDTEC Interstate Contract.
   5. There exists other good cause to revoke, suspend, or limit the license including, but not limited to, gross misconduct or negligence in the conduct of the license holder's professional duties and obligations, commitment of an offense against any law of the Commonwealth related to the license holder's professional duties and responsibilities, willful action in violation of Board regulations or Department orders, or dismissal for just cause from a position in a school or child care facility.
2. If any of the grounds in 603 CMR 7.14 (8) (a) 1. are determined, the Commissioner may put limitations on a license that may include:
   1. Restrictions on the ages of students with whom the certificate holder may work;
   2. Additional supervision requirements;
   3. Education, counseling, or psychiatric examination requirements;
   4. Notification to the employer of the circumstances surrounding the Commissioner's decision to put limitations on the license holder.

1. At any stage of the investigation, the Department may request that the Commissioner or his designee issue a subpoena requiring the attendance and testimony of a witness, including the license holder, and the production of any evidence, including files, records, correspondence, or documents, relating to any matter in question in the investigation.
The request shall be made in writing.
2. The subpoena shall require a witness to appear at the Department at a specified date and time and shall specify any evidence to be produced.
The licensee shall not be entitled to be present, but the Department shall provide the licensee with a copy of any recorded testimony prior to any hearing under 603 CMR 7.14(8)(e).
3. Failure of a license holder to comply with a duly issued investigatory subpoena shall be grounds for revocation, suspension, limitation, or denial of a license.

1. The Department has determined that there is probable cause to find that the holder's license may be revoked, suspended, or limited for one or more of the grounds set forth in 603 CMR 7.14 (8) (a); and
2. The Department sends written notice to the license holder of its determination of probable cause and of the holder's right to request a hearing before the Commissioner in accordance with M.G.L. c. 30A and 801 CMR 1.00: Adjudicatory Rules of Practice and Procedure. Notice shall be sent by certified mail and regular mail to the holder's last known address. The holder shall have 21 days from receipt of the notice to make a written request for a hearing. If no written request for a hearing is received by the Commissioner in accordance with the above, the holder's license shall be deemed to be revoked, suspended, or limited and the holder shall be so notified by certified mail.

1. If the Commissioner receives a request for a hearing from the license holder in accordance with 603 CMR 7.14 (8) (c), the Commissioner or his designee shall schedule a hearing no later than 60 days after receipt of the request. The hearing shall be conducted in accordance with M.G.L. c. 30A and 801 CMR 1.00: Adjudicatory Rules of Practice and Procedure. The hearing shall not be open to the public unless the license holder requests a public hearing.
2. Within 30 days of the date the hearing concludes, the Commissioner or his designee shall render a written decision determining whether or not the holder's license shall be revoked, suspended, or limited. The decision shall comply with the requirements of M.G.L. c. 30A, § 11 and 801 CMR 1.00: Adjudicatory Rules of Practice and Procedure.
3. The Commissioner shall send a copy of the decision to the license holder along with a notice informing him or her of the right of appeal in accordance with the provisions of M.G.L. c. 30A, § 14.

1. A person whose license has been revoked in accordance with 603 CMR 7.14(8) may again be licensed in Massachusetts only upon a 2/3 vote by the Board.
2. The Department may reinstate a suspended license upon determination by the Commissioner that the condition causing the suspension has been corrected.
3. License limitations or conditions shall remain in effect as determined by the Commissioner.