Current through Register 1531, September 27, 2024
(1)
Application. The Professional Standards for Teachers
define the pedagogical and other professional knowledge and skills required of
all teachers. These standards and indicators referred to in
603
CMR 7.08(2) and (3) are used
by sponsoring organizations in designing their teacher preparation programs and
in preparing their candidates. The standards and indicators are also used by
the Department in reviewing programs seeking state approval, and as the basis
of performance assessments of candidates. Candidates shall demonstrate that
they meet the Professional Standards and indicators referred to in
603
CMR 7.08(2) and (3) by
passing a Performance Assessment for Initial License using Department
guidelines.
(2)
Professional Standards for Teachers.
(a)
Curriculum, Planning, and
Assessment. Promotes the learning and growth of all students by
providing high quality and coherent instruction, designing and administering
authentic and meaningful student assessments, analyzing student performance and
growth data, using this data to improve instruction, providing students with
constructive feedback on an on-going basis, and continuously refining learning
objectives.
(b)
Teaching All Students. Promotes the learning and
growth of all students through instructional practices that establish high
expectations, create a safe and effective classroom environment, and
demonstrate cultural proficiency.
(c)
Family and Community
Engagement. Promotes the learning and growth of all students
through effective partnerships with families, caregivers, community members,
and organizations.
(d)
Professional Culture. Promotes the learning and growth
of all students through ethical, culturally proficient, skilled, and
collaborative practice.
(3)
Indicators. The
Department shall publish guidelines with detailed indicators for each standard
set forth in
603
CMR 7.08(2). The guidelines
shall include at least the following indicators:
(a) Uses instructional planning, materials,
and student engagement approaches that support students of diverse cultural and
linguistic backgrounds, strengths, and challenges.
(b) Uses effective strategies and techniques
for making content accessible to English learners.
(c) Demonstrates knowledge of the difference
between social and academic language and the importance of this difference in
planning, differentiating and delivering effective instruction for English
learners at various levels of English language proficiency and
literacy.
(d) Creates and maintains
a safe and collaborative learning environment that values diversity and
motivates students to meet high standards of conduct, effort and
performance.
(e) Collaborates with
families, recognizing the significance of native language and culture to create
and implement strategies for supporting student learning and development both
at home and at school.
