Middle School Education, M.Ed., Initial Licensure
Graduate Program Chair
William Cortezia, PhD
Graduate Committee
William Cortezia, PhD
Danette Day, EdD
Elaine Francis, EdD
Anne Howard, PhD
Nancy Murray, EdD
Program Objectives
These Middle School Education concentrations are designed for individuals who have completed an appropriate baccalaureate degree (English, Field of Science, History, Mathematics or a degree closely related to one of these 4 fields) and wish to obtain an Initial Teaching License (Grades 5-8) in their content areas.
Admissions Standards and Criteria
As previously stated, a candidate must have an appropriate baccalaureate degree (English, Field of Science, History, Mathematics or a degree closely related to one of these 4 fields) in order to be accepted into the program. A transcript review based on the current ESE Subject Matter Knowledge Standards (SMKs) will be conducted for all applicants. If an applicant’s transcript review identifies limited coursework related to specific SMKs, suggestions for additional coursework may be made. An applicant may also take the appropriate MTEL, and if passed use it to demonstrate the required content knowledge.
To apply, a candidate must submit documents as outlined in the Graduate Admissions section of the catalog as well as additional requirements for all applicants of Educator Licensure programs.
Program Description
The Middle School Education, Initial Licensure program in Math is designed for individuals who have completed an appropriate baccalaureate degree in Math, or a degree in a closely related area, and wish to obtain an Initial Teaching License (Grades 5-8) in their content area. In addition, candidates who earn an Initial License in one of the Middle School Education content areas may apply for and obtain an Initial License in another content area by passing the appropriated Massachusetts Tests for Educator Licensure (MTEL). The program meets the Massachusetts Department of Elementary and Secondary Education (ESE) Professional Standards for Teachers (PSTs).
According to the ESE, “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.
The four standards are:
Curriculum, Planning, and Assessment standard: 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.
Teaching All Students standard: 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.
Family and Community Engagement standard: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Professional Culture standard: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
Sheltered English Immersion (SEI) Endorsement Course
Prior to completion of the program of study, initial licensure candidates are required to take the Fitchburg State University ESE-approved SEI course in order to be endorsed for licensure. Please note that SEI endorsement occurs following the completion of the program, not before.
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