The standards for learning in the pre-practicum field assignments and demonstrating in the practicum and clinical experience, as of October 1, 2001 are:
Standard I—Plans Curriculum and Instruction
Standard II—Delivers Effective Instruction
Standard III—Manages Classroom Climate and Operation
Standard V—Meets Professional Responsibilities
What follows is the description of the standards from the licensure regulations of the Massachusetts Department of Education
The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These Standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessment of candidates. Candidates shall demonstrate that they meet the professional standards by passing a performance assessment 1) in the practicum phases of preparation for the Initial License, 2) as part of the Performance Assessment Program option for earning the Professional License, and 3) as one option for relicensure during each five-year cycle after the Professional license is obtained. The Department will issue guidelines for each type of performance assessment to reflect differences in the professional knowledge and skills.
Standard I—Plans for Curriculum and Instruction
- Draws on content of the relevant curriculum frameworks to plan activities addressing standards that will advance students' level of content knowledge.
- Identifies prerequisite skills, concepts, and vocabulary that students need to know in order to be successful in a learning activity.
- Identifies reading and writing needs that must be addressed for successful learning.
- Plans sequential units of study that make learning cumulative and that are based on the learning standards in the frameworks.
- Draws on results of formal and informal assessments as well as knowledge of human development to plan learning activities appropriate for the full range of students within a lesson.
- Plans lessons with clear objectives and relevant measurable outcomes.
- Plans the pedagogy appropriate to the specific discipline and to the age and cognitive level of the students in the classroom.
- Seeks resources from colleagues, families, and the community to enhance learning.
- Incorporates appropriate technology and media in lesson planning.
- Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with special needs into general education classrooms.
Standard II—Delivers Effective Instruction
- Communicates high standards and expectations when beginning the lesson
- Makes learning objectives clear to students.
- Communicates clearly in writing and speaking.
- Finds engaging ways to begin a new unit or study or lesson.
- Builds on students' prior knowledge and experience.
- Communicates high standards and expectations when carrying out the lesson.
- Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
- Employs a variety of teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialog, to less teacher directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others) as they apply to the content area being taught.
- Employs a variety of reading and writing strategies for addressing learning objectives.
- Uses questioning to stimulate thinking and encourages all students to respond.
- Uses instructional technology appropriately.
- Communicates high standards and expectations when evaluating student learning.
- 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.
- Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.
Standard III—Manages Classroom Climate and Operation
- Creates an environment that is conducive to learning.
- Creates a physical environment appropriate to a range of learning activities.
- Maintains appropriate standards of behaviors, mutual respect, and safety.
- Maintains classroom routines and procedures without loss of significant instructional time.
- Encourages all students to believe that effort is the key to achievement.
- Works to promote achievement by all students without exception.
- 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.
- 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.
Standard V—Meets Professional Responsibilities
- Understands his or her legal responsibilities.
- Conveys knowledge of and enthusiasm for his/her academic discipline to students.
- Maintains interest in current research on developments in the academic discipline and exercises judgment in accepting findings as valid for application in classroom practice.
- Participates in building a professional community by collaborating with colleagues to continuously improve instruction, assessment, and student achievement.
- Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them.
- Reflects critically upon his or her teaching experience, identifies areas for further professional development as a part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.
- Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.