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Practicum Handbook and Licensure Requirements
School of Education80 Prospect Street
Cambridge, MA 02139© Cambridge College, 2010
Fall 2013 Revision
This handbook offers guidance to students in the Master of Education Licensure Programs*. This version of the Practicum Handbook is current as of September, 2013. Any subsequent updates may be found online on the Cambridge College website (cambridgecollege.edu.).
*Programs in Education Leadership have separate handbooks.
Table of Contents
Overview of Licensure Options and Practicum Requirements ……………………………………….3
Practicum Coordinator ………………………………………………………………………………………………3
Licensure Coursework ………………………………………………………………………………………………..4
Pre-Practicum Observation Guidelines ………………………………………………………………………..4
Required State Tests …………………………………………………………………………………………………..4
Practicum Setting ……………………………………………………………………………………………………….5
Supervising Practitioner ………………………………………………………………………………….………….5
Practicum Placement and Assignment of College supervisor ..…………………………………….…5
Practicum Activities and Site Visits …..…………………………………………………………………………6
Practicum Fieldwork Hours Requirement …………………………………………………………………...6
Professional Standards for Teachers ……………...……………………………………………………………6
Information for Supervising Practitioners …………………………………………………….……………..6
Portfolio Requirements for Licensure Programs ……………………………………….…………………8
Portfolio Submission and Approval ………………………………………………………………………….....9
Licensure Endorsement ……………………………………………...…………………………………………….10
Massachusetts Department of Elementary and Secondary Education (ESE) ………..….……10
Role of the Licensure Office ...………………………………………………………………………….…….…...10
Students Outside of Massachusetts ……………………………………………………………………..……..10
Additional Contacts, School of Education ……………………………………………………….…………..11
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Table of Appendixes
Appendix A ………………………………………………… Massachusetts Professional Standards for Teachers
Appendix B ………………………………………………… Practicum Checklist
Appendix C ………………………………………………… ESE PPA Form
Appendix D ………………………………………………… Cambridge College Practicum Assessment Form
Appendix E …………………………………….. Pre-Practicum Log Form
Appendix F …………………………………….. Pre-Practicum Observation Form
Appendix G ……………………………………. Practicum Placement Approval Form
Appendix H ……………………………………. Practicum Agreement Form
Appendix I …………………………………….. Practicum Agreement Form between Cambridge College andthe Cooperating School District (letter from Dean of School of Education)
Appendix J …………………………………….. Massachusetts Curriculum Frameworks Alignment AssuranceForm
Appendix K ……………………………………. Supervising Practitioner Course Voucher Form
Appendix L …………………………………….. License Specific Questions
Appendix M…………………………………….. Practicum Waiver Form
Appendix N…………………………………….. Practicum Out of State Form
Appendix O…………………………………… Assessment Roles and Responsibilities for the Practicum
Appendix Q…………………………………… TaskStream Lesson Plan Outline
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Overview of Licensure Options and Practicum RequirementsCambridge College provides licensure endorsements for the following programs: Early Childhood, Elementary, Special Education, (Teacher of Student with Moderate Disabilities) (levels PreK-8 and 5-12), Math, Science, Health, Family and Consumer Science, Library, and ESL. All students seeking a licensure endorsement through the Master of Education (M.Ed.) program must complete a practicum in their area of concentration. The purpose of the practicum is to allow the student the opportunity to practice the competencies introduced and discussed during program coursework.
Program ChairsEarly Childhood/Elementary Gloria Stanton [email protected], Family and Consumer Science (All Levels)
Mary C. Connolly [email protected]
ESL Betsy Tregar [email protected] James Horn [email protected] Nick Rubino [email protected] John Papadonis [email protected] Education Mary Garrity [email protected]
Master’s of Education students who are not pursuing licensure are not required to complete a practicum.
Practicum StepsThere are several steps to complete in a practicum. A checklist is provided in Appendix B to guide students as they progress through the steps.
Practicum Planning MeetingStudents who have fulfilled all the requirements for practicum must attend a mandatory practicum planning meeting. The meetings are held twice a year in October and April. Every student in a teacher preparation/licensure program must attend. During the meeting, the practicum coordinator provides the student with important forms to complete before the practicum as well as other required documentation (MTEL scores, etc…). Meetings dates are posted at the School of Education and on the Cambridge College web site.
Practicum CoordinatorEach of the College's regional centers has its own practicum coordinator. This is the person responsible for approving practicum placements and assigning college supervisors. The names and contact information for the practicum coordinators are listed:
Cambridge, MA Center Program Chairs80 Prospect St
See Above
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Cambridge MA 01938Lawrence, MA Center978-738-0502
Judith Alaimo60 Island St.Lawrence, MA 01841
Springfield & NITE students from Western Massachusetts413-747-0204
Donna Guerin570 Cottage StreetSpringfield MA 01841
Licensure CourseworkStudents must complete all licensure courses and required state tests in order to register for the practicum and practicum seminar. This includes the Independent Learning Project (ILP). Consult the program chart in the Academic Catalog for a list of the required courses. Students must enrolled in Practicum (790) and Practicum Seminar (791) during the practicum period.
Pre-Practicum Observation GuidelinesBefore beginning the practicum, students are required to log 75 hours of observation in the field. Math students are required to complete 90 hours. Each course syllabus contains the number of pre-practicum hours required plus suggestions for observations and field experiences. The fieldwork focuses on assignments that reflect professional standards and educator competencies in the desired license area, and experiences with English Language Learners and students from diverse background. (See Professional Standards For Teachers in the standards section of the Handbook). For each observation, students complete journal entries and required forms. The forms require the signature of the student and the person observed or the facilitator of the field experience.
When an observation is complete, the student logs the activity and hours, completes the field based observation documents, and acquires the signature of the professional observed. Upon completion of the last course in the program, the pre-practicum log is signed by the student’s advisor (ProSem Leader) and given to the practicum coordinator/seminar leader with the Practicum Placement Approval Form and test scores.
Required State TestsAll students desiring a teaching license must pass the required test for their state. In Massachusetts, the required test is MTEL, the Massachusetts Test for Educator Licensure. In order to matriculate into a licensure program a student must pass the Communications and Literacy MTEL. All students must pass all required state tests before starting practicum. It is the student’s responsibility to know the state requirements.
Massachusetts Required Tests (MTEL) Communications and Literacy Specific or General Curriculum (depending on license) Math subtest as part of General Curriculum Foundations of Reading. (Early Childhood, Elementary, and Teacher of Students with
Moderate Disabilities) English as a Second Language (English as a Second Language)
The student provides the state test scores to the Practicum Seminar leader before applying for practicum placement, or registering for the practicum, or the practicum seminar. No practicum
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will be approved without state test scores and students graduating after June, 2014 must fulfill the Sheltered English Instruction (SEI) requirement as shown below.. Test dates and locations can be found online athttp://www.mtel.nesinc.com/MA15 InternetReg Opener.asp
TO CAMBRIDGE COLLEGE EDUCATOR LICENSURE STUDENTS
There is a New Massachusetts Licensure Requirement!
Beginning July 1, 2014, to qualify for an Initial License as a PreK-12 teacher of a core academic subject, you must also qualify for a new SEI (Sheltered English Instruction) Endorsement. (Core academic subjects are elementary, early childhood, reading, mathematics, science, and special education.)
Who must qualify for the SEI Endorsement? Every core academic educator with even 1 ELL must have the SEI Endorsement. This includes current teachers of ELLs, AND students who are candidates for licensure. (Note: The administrator who evaluates your performance also needs an SEI Endorsement.)
Am I affected? Yes. (This affects all Massachusetts colleges and universities.)
3 Ways to Qualify for the SEI Endorsement!
1. Hold an ESL or ELL license, or approved graduate courses in linguistics, teaching ESL, etc.
2. Complete a state-approved SEI Endorsement Course (in your CC licensure program, or in a district.
3. Pass a new SEI MTEL that is now being developed for Spring 2014.
What do I need to do? You will pass the SEI Endorsement course at Cambridge College, as part of your program (elementary, early childhood, reading, mathematics, science, & special education).
If you are a candidate for ESL licensure……completing the ESL licensure program will make you automatically eligible for the SEI Endorsement. You will apply simultaneously for both the ESL License and the SEI Endorsement.
If you are a candidate for Health, Family, and Consumer Science licensure……speak with your faculty advisor. You are not now required to have the SEI Endorsement, but you may wish to seek the endorsement, depending on your teaching situation.
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Practicum SettingMost students complete their practicum requirements in the school where they are employed as teacher of record. Students not employed in a school should discuss a practicum site with their advisor or practicum seminar leader. Students must complete the practicum experience in a school or district setting at the level of the desired license. For example:
A student desiring licensure at a high school level must carry out the practicum at a high school.
A student seeking a license as a Teacher of Students with Moderate Disabilities(for PreK-8, 300 hours in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with moderate disabilities; for 5-12, 300 hours in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate or substantially separate setting for students with moderate disabilities)
A student seeking a license as a teacher of Early Childhood must carry out the practicum in a Kindergarten and first or second grade classroom.
A student seeking a license as teacher of ESL must carry out the practicum in a classroom which includes students who are identified as English Language Learners.
A student seeking a license in Health/Family Consumer Science and Library must carry out the practicum in 2 different settings, ie. Elementary/middle or middle/high school.
Private SchoolsIn order to complete the requirements mandated by Massachusetts 603 CMR 7.10 Regulations for Educator Licensure and Preparation Program Approval, and be assigned a college supervisor, Cambridge College practicum students must submit an authorization form signed by the principal or head of school verifying that the school’s curriculum aligns with the Massachusetts Frameworks and the Common Core.
Supervising PractitionerThe supervising practitioner is identified jointly by the college and the school principal with assistance of the practicum student, and must have a professional license or has taught under an initial license for at least three academic years. The Supervising Practitioner must have a license at the same level that the student wishes to obtain and have an evaluation rating of proficient or higher.
In addition the supervising practitioner must have obtained proficient or higher on the most recent teacher evaluation.
The supervising practitioner must provide his/her license number and sign the student’s Practicum Placement Approval Form signifying agreement to participate in the practicum.
The supervising practitioner meets regularly with the student and three times with the college supervisor to discuss the progress of the student. See Appendix K for information on compensation for Supervising Practitioners. The supervising practitioner must also participate in three meetings with the student and the college supervisor.
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Practicum Placement and Assignment of College SupervisorTo obtain practicum approval, the student completes the Practicum Placement Approval Form (Appendix G) and submits it along with the passing MTEL results and Pre-Practicum Log to the Professional Seminar leader, who signs and forwards it to the practicum coordinator. In order to ensure that a college supervisor is assigned in a timely manner, this form is given to the practicum coordinator before the beginning of the practicum term. Delay in sending this form could result in a student not completing the practicum in the desired term.
Upon approval of the paperwork, the practicum coordinator assigns a Cambridge College faculty member as the college supervisor. The supervisor works with the student and the supervising practitioner to plan, implement and evaluate the practicum experience.
Practicum Activities and Site VisitsThe Massachusetts Professional Standards for Teachers included in Appendix A provides a list of the standards required by the Massachusetts Department of Elementary and Secondary Education for educator licensure. The courses in each of the individual licensure programs address these standards. During the practicum, the student transforms the standards into action.
The student meets with the supervising practitioner weekly to reflect on practicum experiences. The college supervisor visits the site during the beginning, middle, and end of the practicum. The college supervisor uses the State’s Pre-service Practicum Assessment (PPA) instrument to assess the student’s performance during each of the three observations. The initial visit occurs within the first two weeks of the practicum in order to evaluate the practicum plan for addressing the standards and to meet with the supervising practitioner. The second and third visits allow the college supervisor to observe the progress of the practicum and to consult with the student and supervising practitioner to offer feedback and answer questions. The final visit occurs during the last two weeks of the practicum. The student should complete the Practicum Self-Assessment (PPA) and provide copies to the college supervisor supervising. This three way meeting is the final evaluation and focuses on the practicum experience and the student’s self-assessment. A fourth visit is usually needed to complete all the documentation.
During seminar meetings, students discuss their experiences with colleagues and the practicum seminar leader. To complete the practicum successfully, students show evidence of meeting all of the standards at the level of competence of a beginning educator. Successful completion is evaluated through the recommendations of the college supervisor, the supervising practitioner and the review of the portfolio by the practicum coordinator.
Practicum Fieldwork Hours RequirementThe number of required practicum hours varies from 300-400 hours, by discipline. All practicum hours must be completed under the approved supervising practitioner. The Practicum Seminar professor clarifies how many hours are required and describes appropriate settings.
Professional Standards for Teachers (PSTs)Students in educator licensure programs must address the Professional Standards for Teachers as defined by the Massachusetts Department of Elementary and Secondary Education (see Appendix A). Each student collaborates with the supervising practitioner to develop a plan for
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addressing the standards during the practicum. During weekly meetings with the supervising practitioner, the student discusses strategies and reflects on efforts to put the Standards into practice.
Information for Supervising PractitionersCambridge College believes that the practicum experience is vital to the preparation of competent and caring educators. The college appreciates the efforts of the supervising practitioner to ensure that the practicum is a valuable learning experience for students. To that end, the following is requested of the supervising practitioner:
1. Collaborate with the student to develop a plan to gain experience in all the Standards required by the Massachusetts Department of Elementary and Secondary Education.
2. Meet with the student on a regular basis (at least once per week) to review progress in meeting the required standards and to encourage reflection on practicum experiences.
3. Meet with the student and college supervisor at least three times (at the beginning, the middle and the end of the practicum).
4. Notify the student and the college supervisor of any concerns about the student’s progress in completing the practicum requirements.
5. Evaluate the student’s work with the college supervisor.
Cambridge College offers support and assistance to the supervising practitioners. The college supervisor serves as a resource to the supervising practitioner and the student. Supervising practitioners should contact the college supervisor or practicum coordinator for their regional center, regarding any questions or concerns.
Compensation Through Course VouchersCambridge College is aware that many supervising practitioners find the practicum experience personally and professionally rewarding. In recognition of their efforts, Cambridge College offers supervising practitioners a voucher (Voucher Form Appendix K) for a three credit graduate course. Massachusetts’s educators who serve as supervising practitioners also receive professional development points (PDPs) towards re-licensure.
Course Voucher forms are transferable within the school district and expire after 18 months. Current matriculated students are not eligible to use the vouchers. Vouchers are considered income by the Commonwealth of Massachusetts and are taxed.
The following is the process for accessing the voucher:· Choose a course.· Register as a Special Student. This requires a complete application form.· Complete and submit the Course Voucher to the School of Education Licensure Office, 80 Prospect Street, Cambridge, MA 02138, for the necessary signature and submission to the Bursar’s Office.
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Cambridge College and TaskStream
TaskStream is an electronic assessment and management system selected by Cambridge College to collect and document candidate performance in the teacher education programs. Recent state and national accreditation requirements for academic programs now make the use of this type of electronic management and reporting system for standards-based accountability at all levels. TaskStream enables faculty and administrators to assess individual candidate progress and overall program performance across all teacher preparation programs. Constantly reviewing and improving the quality of programs is essential to preparing a highly qualified teacher education candidates' ability to positively impact P-12 student learning.
As you progress through your licensure program at Cambridge College you will be engaged in the development of a portfolio – a requirement of the School of Education (SOE) and of all our accrediting agencies.
Your Portfolio is required to have one example of evidence for each of the Massachusetts Professional Standards for TeachersTaskStream can assist you in providing direct links to each of these standards in your portfolio.
Standard A: Plans Curriculum & InstructionStandard B: Delivers Effective InstructionStandard C: Manages Classroom ClimateStandard D: Promotes EquityStandard E: Meets Professional Responsibilities
Portfolio Contents
All licensure programs are required to address section I. and section II.Teachers with students of Moderate Disabilities are required to address section I., II, and III.ESL Teachers are required to address section I, II, and IV.
I. General Background Information * Admissions materials
Personal statement written at time of admission Transcripts from other colleges or universities attended Current professional resume Completed Independent Learning Project (ILP)
*Fall 2013 Practicum Students – If you have access to these documents, please upload the artifacts to TaskStream..
II. Required Program Related Artifacts Evidence of MTEL scores - Evidence of Content Knowledge
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Completed and signed advising folder or evidence of at least three advising sessions. If you do not have an advising folder, you can recreated the document with your Program Chair
Complete copy of your ILP – Please upload an electronic copy
Personal Philosophy of Teaching – will be assessed using a rubric This section is no less than 3-4 pages; 12 font; double spaced; APA references
What is your personal philosophy of teaching and how has it changed since you began your program?
What behaviorists/theorist most matches your pedagogy; explain how, why? How does your philosophy transfer into the classroom?
Pre-Practicum Experience The Pre-Practicum forms include
Documented hours by class Appropriate signatures
-Student-Course instructor-Advisor-Practicum seminar instructor
Lesson Plan (1 examples) Select one lesson taught during your practicum that included modification for a student(s) with ESL, Special Needs, and diverse academic skills. Use the MCF/Common Core Standards that are applicable. Include subject matter knowledge for your licensure area. Explain why you chose these particular artifacts and which Pre-service Assessment standards are met.
Student Work (1 example)Evidence of teaching experience – Select three examples of student classwork linked to the modified lesson plans. Explain why you chose these particular artifacts.
Assessments and Rubrics (3 examples) Provide examples used during practicum to measure student performance. You are not required, but you can use the Rubric Builder in TaskStream to assist you in creating rubrics. Explain how these artifacts reflect the MA PSTs.
Bibliography Your bibliography includes
Books, articles, journal articles, blogs, student classroom textbooks and websites used to develop lesson plans.
Massachusetts Curriculum Frameworks/Common Core Standards Readings that shape your understanding of your role as a teacher your
relationship with your students
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Educational Technology Explain how you use technology to meet the learning outcomes.
Reflect on the:-Impact of technology on learning -Assistive technology-Problems encountered-Ways in which you overcame problems
Student Self Assessment Candidates Self-Assessment – Students must use the Cambridge College self
assessment document - Appendix D. When completed you can upload to your TaskStream portfolio.
Cambridge College Observation Form Supervising practitioner’s assessment – 3 sets of the Cambridge College
Observation Form must be complete, signed, scanned and uploaded to your TaskStream portfolio.
Cambridge College supervisor’s - 3 sets of the Cambridge College Observation Form complete, signed, scanned and uploaded to your TaskStream portfolio.
All observations are required to take place at the beginning, middle and end of the term. The following is a suggested timeline to schedule your observations
Complete the first observation in week 1 - 3 Second observation to take place in week 7 - 9 Third observation to take place in week 14 - 16
MA Pre-Service Performance Assessment Form (PPA) Cambridge College supervisor’s assessment – Official MA PPA pages 1-6 must be
complete and signed by College supervisor, scanned and uploaded to your TaskStream portfolio.
The Pre-Service Performance Assessment and Cambridge College Observation Forms must be the original, completed and signed or the portfolio will be rejected.
Written Narrative of Practicum Experience (3 pages) The narrative should be no less than 3-4 pages; 12 font; double spaced; APA references
How has your practicum teaching experience impacted your philosophy?
What have you learned in your program that you used in your practice?
What did you learn about teaching from the relationships you formed with students, teachers, community and parents?
Journal Entries11
III. For Teachers of Students with Moderate Disabilities you must include: 1. Three lesson plans with modifications and examples of class work from three
students. These lesson plans may be incorporated with #7 above with the following additions:
a. Examples of modifications showing an understanding of language development with students with disabilities, including differences between first and second language acquisition. This can be incorporated with 6.c.
b. Examples of the appropriate use of augmentative and alternative communication and other assistive technologies.
2. Demonstrate methods of assessing physical, emotional, intellectual, and social development of children and adolescents.
3. Demonstrate how to prepare students for general education classrooms. Include examples of how to design or modify curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. Provide examples of behavior management principles used in the classroom.
4. Show evidence of the preparation, implementation and evaluation of Individualized Education Programs (IEP). Include:
a. Five examples of goals/objectives used in Individualized Education Programs (IEP).b. Demonstrate understanding of educational terminology for students with mild to
moderate disabilities.
5. Demonstrate knowledge of services provided by other agencies.
6. Show evidence of an understanding of federal and state laws and regulations pertaining to special education.
7.Demonstrate an understanding of child development with special emphasis on licensure concentration (PreK-8 or 5-12). It will include, but not be limited to:
a. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence.b. Characteristics and instructional implications of moderately and severely disabling conditions.
IV. For Teachers of English as a Second Language must include:
1. Three lesson plans showing an understanding of second language acquisition, and the ability to use the WIDA
(World Class Instructional Design and Assessment) 2012 Amplified ELD Standards and Common Core Standards.
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a. These lesson plans must include examples of modifications for ELLs at different levels of English Language
Development. (See WIDA CAN DO Descriptors for students’ ability at each level.)
Level 1 Level 2 Level 3 Level 4 Level 5
Entering Emerging Developing Expanding Bridging
2. Evidence of an understanding of federal and state laws and regulations pertaining to ELLS.3. Evidence of knowledge of services provided by community agencies for ELLS and their families.
Additional Artifacts - to complement your portfolio These artifacts are suggested and not required, but will be considered in the overall portfolio assessment as criteria for Exceeding Expectations.
Letters of Recommendation List of professional resources and web links
Any other relevant creative element that you would like to add to your portfolio Describe the training, meeting, or other situation where you earned Professional
Development Points during the practicum. Include agendas or other proof of attendance.
Agendas from the grade level/school meetings If you are including pictures or videos of students, secure the release form from
the school.
Exit Portfolio Submission and ApprovalThroughout the practicum, the student provides the college supervisor and the practicum seminar leader with evidence of the progress in completing the requirements of the portfolio using TaskStream. Your professor evaluates your work using a Rubric, a scoring guide that provides very specific criteria for assessment. Your professor's assessment of your work, based on the rubric, conveys how well you have met the specific objectives of the assignment. You are able to view each rubric prior to the course assessment and use it as a guide while developing your artifacts.
The completed portfolio, including the three (3) Cambridge College performance assessments, is submitted to the student’s practicum seminar leader. All documents requiring signatures must be signed appropriately, scanned and uploaded to TaskStream. The practicum seminar leader records the final grade for the practicum and practicum seminar then submits the documentation to the Licensure Office, where it is evaluated for licensure endorsement and archived. In case of disagreement between college supervisor and practicum seminar leader regarding grade, the Dean will serve as the final judge of the portfolio.
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Licensure EndorsementCambridge College cannot provide licensure endorsement for any student who does not complete a licensure program.
Massachusetts Department of Elementary and Secondary Education (ESE)Cambridge College licensure programs are approved by the State of Massachusetts and are designed to prepare students to become licensed teachers. Students who successfully complete an education licensure program receive an endorsement on their transcript stating that the College “institutionally recommends” the student for licensure. However, the Massachusetts Department of Elementary and Secondary Education is the regulatory agency that grants the educator license. This is an important distinction. Students who wish to earn a license must follow these steps:
1. At any point, a student can apply online at the ESE website, http://www.doe.mass.edu/Educators/e_license.html?section=k12 . Students can do this at any time. This action will trigger a response letter from the ESE outlining requirements for licensure. Print a copy of your completed application and attach it to your final practicum portfolio.
2. Send official undergraduate and graduate transcripts to the ESE. The undergraduate transcript is the signal for the ESE to open an electronic file on the student. All transcripts, MTEL scores, and other documents will be scanned into the file in preparation for licensure review.
3. Complete all licensure requirements, including passing the Massachusetts Tests for Educator Licensure (MTEL).
Role of the Licensure OfficeThe Massachusetts Department of Elementary and Secondary Education (ESE) require that Cambridge College keep hard copy records and an electronic database for each licensure student. The Licensure Office maintains these records for all graduates. At the time of degree conferral, the Licensure Office reviews each student’s portfolio to determine eligibility for licensure endorsement.
Upon conferral of degree, the Licensure Office electronically endorses for license all Massachusetts graduating students. It is the student’s responsibility to have an official transcript sent to ESE to verify their graduation.
Additional Contacts, School of Education
Massachusetts Licensure Endorsements
Candyss Woodberry
Ed Leadership Department
Tahia Bell-Sykes [email protected]
Interim Associate Dean
John Papadonis [email protected]
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