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Massachusetts Professional Standards for Teachers Matrix (as released January 2015)

Sponsoring Organization: Springfield College


Licensure Program:__________________________________

Date Completed__________________
Grade Level(s):___________________

Indicator Differentiation: Understanding that teachers will progress on each standard throughout their career,
the PSTs and indicators describe the level of practice that candidates should demonstrate by the time they complete
their teacher preparation program and are endorsed for licensure. The diagram below defines each level of practice
and what it means for teacher candidates during their preparation:
Level of
Practice

Expectations for Candidates

Introduction

Candidates show understanding through coursework and/or in field-based experiences.

Practice
Demonstrate

Candidates have opportunities to practice, to be observed, and to receive feedback through


coursework and/or in field-based experiences.
Candidates consistently demonstrate competency through coursework and in field-based
experiences as measured by the teacher performance assessment.

Each indicator below has an x in the upper right hand corner of the cell corresponding to the level of practice. It is
important to note that these levels of practice do not suggest a hierarchy or priority. Rather, candidates should
experience thoughtful exposure to each indicator and have appropriate opportunities to practice or demonstrate the
indicators that are most critical for their success as a beginning teacher.
Please list the courses in the appropriate cells to show where the skills/knowledge for each indicator is either
introduced, practiced or demonstrated.
(1) 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.
Introduction
(a) Curriculum and Planning indicator: Knows the subject matter
well, has a good grasp of child development and how students
learn, and designs effective and rigorous standards-based units of

PHED 102
PHED 105
PHED 238

Practice
PHED 238
(lab)
PHED 239

Demonstrat
e
X

HLTH 346
HLTH 349
HLTH 484

Massachusetts Professional Standards for Teachers Matrix (as released January 2015)

instruction consisting of well-structured lessons with measurable


outcomes.

PHED 239
HLTH 304
HLTH 308

(lab)
PHED 236
PHED 237
HLTH 304 (lab)
HLTH 308 (lab)

HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485

(b) Assessment indicator: Uses a variety of informal and formal


methods of assessment to measure student learning, growth, and
understanding, develop differentiated and enhanced learning
experiences, and improve future instruction.

(c) Analysis indicator: Analyzes data from assessments, draws


conclusions, and shares them appropriately.

SEI Indicator (a) Uses instructional planning, materials, and


student engagement approaches that support students of diverse
cultural and linguistic backgrounds, strengths, and challenges.

PHED 102
PHED 105
PHED 238
PHED 239
MOST 224

PHED 102
PHED 105
PHED 236
PHED 237
PHED 238
HLTH 304
HLTH 308
PHED 102
PHED 105
PHED 236
PHED 238
PHED 239
HLTH 304
HLTH 308

PHED 239
(lab)
PHED 238
(lab)
PHED 236
PHED 237
PHED 308
PHED 309
(lab)
HLTH 450

HLTH 346
HLTH 347
HLTH 484
HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485
X

PHED 309
(lab)
MOST 410
HLTH 450
PHED
PHED
PHED
(lab)
PHED
(lab)

236
237
238
239

HLTH 484
HLTH 485
PHED 484
PHED 485
X
HLTH 346
HLTH 347
HLTH 484
HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485

Massachusetts Professional Standards for Teachers Matrix (as released January 2015)

SEI Indicator (c) Demonstrates knowledge of the difference


between social and academic language and the importance of
this difference in planning, differentiating and delivering effective
instruction for English language learners at various levels of
English language proficiency and literacy.

PHED 102
PHED 105
PHED 236
HLTH 237
PHED 238
PHED 239

PHED 236
PHED 237
PHED 238
(lab)
PHED 239
(lab)
HLTH 450

X
HLTH 346
HLTH 347
HLTH 484
HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485

(2) 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.
Introduction
Practice
Demonstrat
e
PHED 236
X
PHED 102
PHED 237
HLTH 346
PHED 105
PHED 238
HLTH 347
(a) Instruction indicator: Uses instructional practices that reflect
PHED 238
(lab)
HLTH 484
high expectations regarding content and quality of effort and
PHED 239
PHED 239
HLTH 485
work, engage all students, and are personalized to accommodate
HLTH 304
(lab)
PHED 346
diverse learning styles, needs, interests, and levels of readiness.
HLTH 308
HLTH 304 (lab) PHED 347
HLTH 308 (lab) PHED 484
PHED 485
(b) Learning Environment indicator: Creates and maintains a safe
PHED 236
X
and collaborative learning environment that values diversity and
PHED 102
PHED 237
HLTH 346
motivates students to take academic risks, challenge themselves, PHED 105
PHED 238
HLTH 347
and claim ownership of their learning.
PHED 238
(lab)
HLTH 484
PHED 239
PHED 239
HLTH 485
MOST 224
(lab)
PHED 346
PHED 309
PHED 347
(lab)
PHED 484
HLTH 304
PHED 485
3

Massachusetts Professional Standards for Teachers Matrix (as released January 2015)

(c) Cultural Proficiency indicator: Actively creates and maintains


an environment in which students' diverse backgrounds,
identities, strengths, and challenges are respected.

(d) Expectations indicator: Plans and implements lessons that set


clear and high expectations and make knowledge accessible for
all students.

(e) Social and Emotional Learning Indicator: Employs a variety of


strategies to assist students to develop social emotionalcompetencies: self-awareness, self-management, social
awareness, relationship skills, and responsible decision-making.

(f) Classroom Management Indicator: Employs a variety of

HLTH 308
HLTH 450
PHED 236
PHED 237
PHED 238
(lab)
PHED 239
(lab)
HLTH 450

PHED
PHED
PHED
PHED
PHED
PHED

102
105
236
237
238
239

PHED
PHED
PHED
PHED

102
105
238
239

PHED 236
PHED 237
PHED 238
(lab)
PHED 239
(lab)
PHED 308
HLTH 304
HLTH 308

PHED 105
PHED 238
PHED 239

PHED 236
x
PHED 237
PHED 238
(lab)
PHED 239
(lab)
PHED 308
PHED 309
(lab)
HLTH 304
HLTH 308
HLTH 450
PHED 236

X
HLTH 346
HLTH 347
HLTH 484
HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485
X
HLTH 346
HLTH 347
HLTH 484
HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485
HLTH 346
HLTH 347
HLTH 484
HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485

Massachusetts Professional Standards for Teachers Matrix (as released January 2015)

PHED 102
PHED 238
PHED 239

PHED 237
PHED 238
(lab)
PHED 239
(lab)
PHED 308
PHED 309
(lab)
HLTH 304
HLTH 308

HLTH 346
HLTH 347
HLTH 484
HLTH 485
PHED 346
PHED 347
PHED 484
PHED 485

PHED
PHED
PHED
PHED
PHED

PHED 236/237
PHED 238
(lab)
PHED 239
(lab)
PHED 308
PHED 309
(lab)
HLTH 450

X
HLTH 346/347
HLTH 484/485
PHED
346/347
PHED 484
PHED 485

classroom management strategies, and establishes and maintains


effective routines and procedures that promote positive student
behavior.

SEI Indicator (b) Uses effective strategies and techniques for


making content accessible to English language learners.

102
105
236
238
239

X
HLTH 346
HLTH 347
SEI Indicator (d) Creates and maintains a safe and collaborative
HLTH 484
learning environment that values diversity and motivates
HLTH 485
students to meet high standards of conduct, effort and
PHED 346
performance.
PHED 347
PHED 484
PHED 485
HLTH 450
(3) Family and Community Engagement standard: Promotes the learning and growth of all students through
effective partnerships with families, caregivers, community members, and organizations.
Introduction
Practice
Demonstrat
e
(a) Engagement indicator: Welcomes and encourages every
X
PHED
PHED
PHED
PHED
PHED

102
105
236
238
239

PHED 236
PHED 237
PHED 238
(lab)
PHED 239
(lab)
HLTH 304
HLTH 308

Massachusetts Professional Standards for Teachers Matrix (as released January 2015)

family to become active participants in the classroom and school


community.

PHED 236
PHED 346
PHED 347

HLTH 484
HLTH 485
PHED 484
PHED 485

(b) Collaboration indicator: Collaborates with families and


communities to create and implement strategies for supporting
student learning and development both at home and at school.

PHED 236
PHED 346
PHED 347

HLTH 484
HLTH 485
PHED 484
PHED 485

(c) Communication indicator: Engages in regular, two-way, and


culturally proficient communication with families about student
learning and performance.

PHED 236
PHED 346
PHED 347

HLTH 484
HLTH 485
PHED 484
PHED 485

SEI Indicator (e) Collaborates with families, recognizing the


significance of native language and culture to create and
implement strategies for supporting student learning and
development both at home and at school.

PHED 346
PHED 347

HLTH 484
HLTH 485
PHED 484
PHED 485
(4) Professional Culture standard: Promotes the learning and growth of all students through ethical, culturally
proficient, skilled, and collaborative practice.
Introduction
Practice
Demonstrat
e
X
PHED 102
PHED 236
HLTH 484
(a) Reflection indicator: Demonstrates the capacity to reflect on
PHED 238
PHED 237
HLTH 485
and improve the educator's own practice, using informal means
PHED 239
PHED 239
PHED 346
as well as meetings with teams and work groups to gather
(lab)
PHED 347
information, analyze data, examine issues, set meaningful goals,
PHED 238
PHED 484
and develop new approaches in order to improve teaching and
(lab)
PHED 485
learning.
PHED 308
PHED 309
(lab)
(b) Professional Growth indicator: Actively pursues professional
X
development and learning opportunities to improve quality of
PHED 236
practice or build the expertise and experience to assume different PHED 237
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Massachusetts Professional Standards for Teachers Matrix (as released January 2015)

instructional and leadership roles.


PHED 236
PHED 238
PHED
239(peers)

X
PHED
PHED
PHED
(lab)
PHED
(lab)
PHED
PHED
(lab)

(c) Collaboration indicator: Collaborates effectively with


colleagues on a wide range of tasks.

(d) Decision-making indicator: Becomes involved in school-wide


decision-making, and takes an active role in school improvement
planning.
(e) Shared Responsibility indicator: Shares responsibility for the
performance of all students within the school.

(f) Professional Responsibilities indicator: Is ethical and reliable,


and meets routine responsibilities consistently.

236
237
238
239
308
309

X
PHED 484
PHED 485
X
PHED 484
PHED 485
PHED
PHED
PHED
PHED

105
239
238
236

PHED 236
PHED 237
PHED 238
(lab)
PHED 239
(lab)
PHED 308
PHED 309
(lab)
HLTH 304/308

X
HLTH 346/347
HLTH 484
HLTH 485
PHED
346/347
PHED 484
PHED 485
HLTH 450