EPC Policies related to Massachusetts Tests for Educator Licensure ( MTEL)

EPC Policies related to MTEL:

1. The Lynch School will not use the MTEL as an admissions criterion.
2. The Lynch School will not use the MTEL as a criterion for admitting students into practica.
3. The Lynch School will provide support to assist students in successfully passing the MTEL (See list of procedures) EPC Procedures for Assisting Students in Passing the MTEL Preamble: All Lynch School students who seek Massachusetts state teaching certification must pass all required sections of the Massachusetts Tests for Educator Licensure (MTEL). Students who seek certification in school counseling and educational administration must pass the literacy test.

The following motions are advanced in order to help our students to pass the test. They are in no way intended to endorse the test as an assessment of teaching readiness.

1. In conjunction with the Academic Development Center and informed by similar programs elsewhere (SON, state colleges), a MTEL Committee will develop a remediation program for students who failed one or more sections of MTEL. The MTEL Committee will be composed of the Associate Dean, Assistant Dean for Outreach, Director of the Practicum Office, Director of Graduate Admissions and the Chair of the Teacher Education Department. The committee will also develop an information packet that will be distributed to all relevant faculty in order to encourage integration of MTEL issues into regular courses. In addition the committee will oversee implementation of MTEL policies and procedures.
   
   
2. The Assistant Dean for Students and Outreach and the Director of the Practicum Office will provide MTEL test information sessions for students each academic year.
   
   
3. The Associate Dean will create a MTEL follow-up system to identify and contact students who failed one or more sections of the test.
   
   
4. It is strongly recommended that Lynch School students seeking teaching certification do not take the entire MTEL in one sitting. Rather, students should divide their test-taking into two sessions: one for the literacy (reading and writing) and one for the content section of the test.
   
   
5. It is strongly recommended that undergraduate students take the literacy portion (reading and writing) of the MTEL by the end of the sophomore year.
   
   
6. It is strongly recommended that undergraduate transfer students take the literacy portion (reading and writing) of the test at the first possible test date after admission to the Lynch School.
   
   
7. It is strongly recommended that seniors take the subject matter portion of the MTEL at the end of the student teaching semester. There may be exceptions due to the sequencing of instruction in some content areas. Under these circumstances, students may be advised to take the content test prior to their senior year. Students should consult with the Assistant Dean's Office about appropriate test timing for their subject areas.
   
   
8. It is strongly recommended that graduate students take the literacy portion (reading and writing) of the MTEL at the earliest possible test date after admission to the Lynch School.
   
   
9. It is strongly recommended that graduate students in teacher education take the subject matter portion of the MTEL as soon as possible after completing the literacy portion of the test, depending on the subject matter/grade level area of certification. Students are advised to consult with the Assistant Dean's Office about appropriate test timing for their subject areas.
   
   
10. It is strongly recommended that graduate students specializing in early childhood education, elementary education, and moderate special needs instruction not take the reading methods portion of the test until after taking the required education courses in the teaching of reading and language arts.
    
    
11. It is strongly recommended that Boston College continue to pursue a statistical model that relates precursor information to passing or failing the teacher test.