Program Options
- Teacher of Students with Moderate Disabilities (PreK-8 or 5-12) Initial Licensure Program
- Masters Degree or Certificate of Advanced Graduate Studies (CAGS) leading to Initial Licensure as a Teacher of Students with Moderate Disabilities (PreK-8 or 5-12)
- Masters Degree or Certificate of Advanced Graduate Study in Special Education Program (non licensure)
The Teacher of Students with Moderate Disabilities Program is designed for a wide range of professionals with undergraduate degrees who have a desire to work with students with moderate special needs. Participants may include recent college graduates, educators with a license in another field, and professionals seeking a career change. The program offers a path to Initial Licensure as a Teacher of Students with Moderate Disabilities as well as an opportunity for educators to earn a Master degree or earn a Certificate of Advanced Graduate Study in Special Education (non-licensure). The program of study focuses on developing skills necessary for working with children with mild to moderate disabilities in inclusive, resource, or substantially separate public and private school classrooms at either the PreK -8 or 5-12 grade levels.
The following information is a summary of the paths that students can take to achieve licensure as a Teacher of Students with Moderate Disabilities PreK-8 or 5-12. For additional information related to the Commonwealth of Massachusetts teacher licensure, contact the Office of Licensure at (781) 338-6600 or
www.doe.mass.edu.
Course of Study
The M. Ed. or CAGS Licensure Programs consist of a minimum of 36 credits which include coursework to meet the Subject Matter Knowledge and Professional Standards for Teachers for Initial licensure plus a teaching practicum. All candidates must possess a Bachelor Degree prior to entering the program M.Ed. program or a Master Degree entering the CAGS program and, depending on the area of their degree, students may be required to take pre-requisite courses.
This program of study was designed to incorporate existing courses at Anna Maria College and includes additional courses that are designed to deepen students understanding of the Subject Matter Knowledge and Professional Standards for Teachers outlined in the Massachusetts Department of Elementary and Secondary Education regulations for licensure in Moderate Disabilities PreK-8 and 5-12.
Teacher of Students with Moderate Disabilities (PreK-8 or 5-12)
Initial Licensure Program
Candidates for Initial Licensure for Teacher of Students with Moderate Disabilities (PreK-8 or 5-12) are required to pass the following MTEL tests:
PreK-8
- Communication and Literacy Skills
- Foundations of Reading or Reading Specialist subject matter test
- General Curriculum including two separately scoreable subtests. Subtest I Language Arts, History & Social Studies, and Science& Technology/Engineering and Subtest II Mathematics
5-12
- Communication and Literacy Skills
- Foundations of Reading or Reading Specialist subject matter test
- General Curriculum including two separately scoreable subtests. Subtest I Language Arts, History & Social Studies, and Science & Technology/Engineering and Subtest II Mathematics; OR a subject matter test in one of the following academic subjects: English, mathematics, science (biology, chemistry, earth science, general science, and physics), history, or political science/political philosophy at the 5-8 or 8-12 grade level.
Practicum Requirements
Teachers of Students with Moderate Disabilities PreK-8 must complete a 300 hour practicum 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, 150 hours in an inclusive general education classroom or 75 hours in an inclusive general education classroom and 75 hours in a separate or substantially separate setting for students with moderate disabilities.
Add a License Option for a Teacher of Students with Moderate Disabilities (PreK-8 or 5-12)
Licensed educators may earn an additional license in a new field and level, specifically Teacher of students with Moderate Disabilities, by passing the appropriate MTEL tests, a competency review, and 150 hour practicum/practicum equivalent or internship of 150 hours, in an appropriate classroom, in the role of the license sought. Educators must possess an Initial license in another field at the same level. The individual plan of study will be determined based on transcript review. Candidates should have evidence of passing the following MTEL tests:
PreK-8
- Communication and Literacy Skills (not applicable to those who earned Initial prior to 1998)
- Foundations of Reading or Reading Specialist Subject Matter Test
- General Curriculum including two separately scoreable subtests. Subtest I Language Arts, History &Social Studies, and Science& Technology/Engineering and Subtest II Mathematics
5-12
- Communication and Literacy Skills (if applicable)
- Foundations of Reading or Reading Specialist subject matter test
- General Curriculum including two separately scoreable subtests. Subtest I Language Arts, History &Social Studies, and Science& Technology/Engineering and Subtest II Mathematics; OR a subject matter test in one of the core academic subjects taught in 5-8 or8-12 for which the Massachusetts Department of Education issues licenses.
Certificate of Advanced Graduate Study (CAGS) with a concentration in Special Education
The CAGS program is for professionals with a master degree who have a desire to expand their knowledge and skills in the area of Special Education. The CAGS in Special Education consists of a least 10 courses and will be designed based on the student’s prior coursework, experience, and area of interest. Coursework includes EDU 638 Educational Research and Evaluation and EDU 639 Research and Evaluation Project in Special Needs.
Course Requirements
Course requirements must cover the following subject matter knowledge competencies (any course may be waived and replaces with appropriate coursework based on transcript review):
·Educational terminology for students with mild to moderate disabilities
Preparation, implementation, and evaluation of Individualized Education Programs
· Design or modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities
· Federal and state laws and regulations pertaining to special education
· Knowledge of services provided by other agencies
· Ways to prepare and maintain students with disabilities for general education classrooms, such as the use of behavioral management principles
Competency Review Subject Matter Knowledge
Competency Review subject matter knowledge competencies may be satisfied through completion of coursework, seminars, workshops, or experience. When completing these activities toward satisfying coverage of subject matter knowledge competencies, at least 10 hours of professional development specific to and completely covering each subject matter knowledge competency are required. Allowing educators to satisfy ‘coverage of’ a requirement with 10 hours of professional development is consistent with the Department of Elementary and Secondary Education’s policy for special education teachers in their HOUSSE plan to become Highly Qualified through No Child Left Behind. Information regarding HOUSSE can be found by visiting
http://www.doe.mass.edu/nclb/ht/ht_faq.html?section=HOUSSE .
Competency Review Guidelines permits equating:
· One semester hour of undergraduate college credit = 15 hours of professional development
· One semester hour of graduate college credit = 22.5 hours of professional development
· One PDP = 1 hour of professional development
· One hour of instruction = 1 hour of professional development
· One CEU = 10 hours of professional development
Documenting Compliance with Competency Review Requirements
The following outlines requirements for documenting compliance with competency review requirements. Note that demonstrated competency in subject matter knowledge may waive a course requirement. Only graduate level coursework that meets subject matter knowledge competency may be transferred in to the M.Ed. or CAGS program of study. Up to 6 graduate credits may be transferred as long as they meet program requirements.
Coursework for college/university credit
· In order for completed coursework to be considered for determining if it may be applicable toward satisfying coverage of a competency(ies) identified within a Competency Review, an official transcript verifying successful completion of that coursework must be submitted to the AMC Licensure Office for review and consideration.
· Clarity in determining if coursework may be applicable toward satisfying coverage of a competency(ies) identified within a Competency Review may be aided by submitting an official catalog course description. Further clarity may be gained by submitting a letter verifying the number of hours of instruction delivered in a specific course addressing a particular competency. A course may be used to satisfy more than one competency. The letter should be on official college/university letterhead and be signed by the appropriate department head or certification officer.
Seminar or workshop
· In order for a completed seminar or workshop to be considered for determining if it may be applicable toward satisfying coverage of a competency(ies) identified within a Competency Review, a copy of the certificate(s) of completion should be submitted to the AMC Licensure Office for review and consideration. Certificates of completion should verify the sponsoring agency, seminar/workshop title, and the number of PDPs, CEUs, earned or hours of instruction delivered.
· Clarity in determining if a seminar or workshop may be applicable toward satisfying coverage of a competency(ies) identified within a Competency Review may be aided by submitting a copy of the official seminar or workshop description. Further clarity may be gained by submitting a letter verifying the number of PDPs, CEUs, earned or hours of instruction delivered in a specific seminar or work shop toward addressing a particular competency. These letters should be on official letterhead and be signed by the professional development provider.
Experience
· In order for experience to be considered toward satisfying coverage of a competency(ies) identified within a Competency Review, a letter must be submitted to the AMC Licensure Office attesting to the role and dates of the applicant’s experience.
· The letter should explain in detail how each competency was gained and verify how coverage of each competency was demonstrated. If the experience occurred in a school or district then this letter must be on official school letterhead and be signed by the superintendent or head administrator and the appropriate director. If the experience occurred in another setting then this letter must be on official letterhead and be signed by the appropriate administrator.
