Code of Massachusetts Regulations
603 CMR - DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
Title 603 CMR 7.00 - Educator Licensure and Preparation Program Approval
Section 7.14 - Endorsements

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. Attainment of 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.

5. Possession of an equivalent credential, as approved by the Commissioner, issued by a state with which Massachusetts has signed the NASDTEC Interstate Agreement or other agreement accepted by the Commissioner.

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: 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 learners.

6. Federal and Massachusetts' laws and regulations pertaining to English learners.

7. Understanding of diversity and background of English 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 learners. Practices and approaches for developing reading and writing skills and comprehension in English for English learners who are at different levels of English language proficiency.

9. The role of oral language development in literacy development for English learners.

10. Formative and summative assessments for English learners.

11. Literacy and academic language development. The role of vocabulary development in accessing academic language.

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.

3. Possession of an equivalent credential, as approved by the Commissioner, issued by a state with which Massachusetts has signed the NASDTEC Interstate Agreement or other agreement accepted by the Commissioner.

1. Understanding of diversity and background of English learner populations, including family systems, neighborhoods, 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 learners.

4. Demonstrates an understanding of the use of best practices for sheltering content for, and teaching academic language to, English learners in the classroom.

5. Understanding of the challenges that English 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 learners.

1. A passing score on a foreign language test acceptable to the Department in the relevant foreign language.

2. Demonstration of the subject matter knowledge and skill requirements set forth in 603 CMR 7.14(3)(b), through one of the following:

3. Completion of 75 hours of field-based experience in a Pre-K through grade 12 dual language education or two-way immersion program, transitional bilingual education program, or other bilingual education setting.

1. Knowledge of the foundations of bilingual education, including dual language education or two-way immersion and transitional bilingual education, as defined in M.G.L. c. 71A, § 2, and the concepts of bilingualism and biculturalism.

2. Bilingual language acquisition factors as they affect access to the Massachusetts content and language standards.

3. Social-cultural, social-emotional, political, and other salient factors in bilingual language acquisition.

4. Implementation of strategies for coordinating non-English partner language instruction and English language development instruction for English learners.

5. Practices and approaches of teaching reading and writing in two languages, including the importance of oral language development as a foundation for literacy.

6. Practices and approaches for assessing content knowledge, reading and writing skills and comprehension in English and the non-English partner language for English learners who are at different levels of proficiency in English and the non-English partner language.

7. Understanding and implementation of culturally relevant teaching materials and practices.

1. Completion of an educator preparation program that includes the equivalent of the Department-approved course of study specific to providing services to English learners and is either state-approved under the National Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Agreement or has been accredited by a national organization accepted by the Commissioner.

2. Possession of an out-of-state license/certificate/endorsement that is comparable to the Bilingual Education Endorsement issued by a state with which Massachusetts has signed the NASDTEC Interstate Agreement or other agreement accepted by the Commissioner.

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 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).

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.

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.

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.

1. Teachers who possess a 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 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.

2. All other teachers shall complete 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.

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 three through 22 years old.

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.

1. Completion of an educator preparation program that includes the equivalent of the Department approved course of study specific to providing services to students with autism and is either state- approved under the NASDTEC Interstate Agreement or has been accredited by a national organization accepted by the Commissioner.

2. Possession of an out of state license/certificate/endorsement that is comparable to the Autism Endorsement issued by a state with which Massachusetts has signed the NASDTEC Interstate

1. Valid license as a teacher; 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.

1. Demonstration of the subject matter knowledge and skill requirements set forth in 603 CMR 7.14(6)(b) and (c).

2. Field experience of 150 hours which must be satisfied with a group of students identified by a district as academically advanced. The field experience 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. Completion of a Department-approved course of study including the topics listed in 603 CMR 7.14(6)(c).

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.

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.