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

Sponsoring Organization: Springfield College Date Completed__________________

Licensure Program:__________________________________ 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 Expectations for Candidates

Practice

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

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

Practice
coursework and/or in field-based experiences.
Candidates consistently demonstrate competency through coursework and in field-based
Demonstrate
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 Practice Demonstrat
e
(a) Curriculum and Planning indicator: Knows the subject matter PHED 102 PHED 238 X
well, has a good grasp of child development and how students PHED 105 (lab) HLTH 346
learn, and designs effective and rigorous standards-based units of PHED 238 PHED 239 HLTH 349
HLTH 484

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

PHED 239 (lab) HLTH 485

HLTH 304 PHED 236 PHED 346
instruction consisting of well-structured lessons with measurable PHED 347
HLTH 308 PHED 237 PHED 484
outcomes.
HLTH 304 (lab) PHED 485
HLTH 308 (lab)
X
PHED 102 PHED 239 HLTH 346
PHED 105 (lab) HLTH 347
PHED 238 PHED 238 HLTH 484
(b) Assessment indicator: Uses a variety of informal and formal
PHED 239 (lab) HLTH 485
methods of assessment to measure student learning, growth, and
MOST 224 PHED 236 PHED 346
understanding, develop differentiated and enhanced learning
PHED 237 PHED 347
experiences, and improve future instruction.
PHED 308 PHED 484
PHED 309 PHED 485
(lab)
HLTH 450
PHED 102 X
PHED 105 PHED 309 HLTH 484
PHED 236 (lab) HLTH 485
(c) Analysis indicator: Analyzes data from assessments, draws
PHED 237 MOST 410 PHED 484
conclusions, and shares them appropriately.
PHED 238 HLTH 450 PHED 485
HLTH 304
HLTH 308
PHED 102 PHED 236 X
PHED 105 PHED 237 HLTH 346
PHED 236 PHED 238 HLTH 347
SEI Indicator (a) Uses instructional planning, materials, and PHED 238 (lab) HLTH 484
student engagement approaches that support students of diverse PHED 239 PHED 239 HLTH 485
cultural and linguistic backgrounds, strengths, and challenges. HLTH 304 (lab) PHED 346
HLTH 308 PHED 347
PHED 484
PHED 485

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

PHED 102 PHED 236 X

PHED 105 PHED 237 HLTH 346
SEI Indicator (c) Demonstrates knowledge of the difference PHED 236 PHED 238 HLTH 347
between social and academic language and the importance of HLTH 237 (lab) HLTH 484
this difference in planning, differentiating and delivering effective PHED 238 PHED 239 HLTH 485
instruction for English language learners at various levels of PHED 239 (lab) PHED 346
English language proficiency and literacy. HLTH 450 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

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

HLTH 308
HLTH 450
PHED 102 PHED 236 X
PHED 105 PHED 237 HLTH 346
PHED 236 PHED 238 HLTH 347
(c) Cultural Proficiency indicator: Actively creates and maintains PHED 237 (lab) HLTH 484
an environment in which students' diverse backgrounds, PHED 238 PHED 239 HLTH 485
identities, strengths, and challenges are respected. PHED 239 (lab) PHED 346
HLTH 450 PHED 347
PHED 484
PHED 485
PHED 102 PHED 236 X
PHED 105 PHED 237 HLTH 346
PHED 238 PHED 238 HLTH 347
(d) Expectations indicator: Plans and implements lessons that set PHED 239 (lab) HLTH 484
clear and high expectations and make knowledge accessible for PHED 239 HLTH 485
all students. (lab) PHED 346
PHED 308 PHED 347
HLTH 304 PHED 484
HLTH 308 PHED 485

PHED 105 PHED 236 HLTH 346

PHED 238 x HLTH 347
PHED 239 PHED 237 HLTH 484
PHED 238 HLTH 485
(e) Social and Emotional Learning Indicator: Employs a variety of (lab) PHED 346
strategies to assist students to develop social emotional- PHED 239 PHED 347
competencies: self-awareness, self-management, social (lab) PHED 484
awareness, relationship skills, and responsible decision-making. PHED 308 PHED 485
PHED 309
(lab)
HLTH 304
HLTH 308
HLTH 450
(f) Classroom Management Indicator: Employs a variety of PHED 236 X

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

PHED 102 PHED 237 HLTH 346

PHED 238 PHED 238 HLTH 347
PHED 239 (lab) HLTH 484
PHED 239 HLTH 485
classroom management strategies, and establishes and maintains (lab) PHED 346
effective routines and procedures that promote positive student PHED 308 PHED 347
behavior. PHED 309 PHED 484
(lab) PHED 485
HLTH 304
HLTH 308

PHED 102 PHED 236/237 X

PHED 105 PHED 238 HLTH 346/347
PHED 236 (lab) HLTH 484/485
PHED 238 PHED 239 PHED
SEI Indicator (b) Uses effective strategies and techniques for PHED 239 (lab) 346/347
making content accessible to English language learners. PHED 308 PHED 484
PHED 309 PHED 485
(lab)
HLTH 450

X
PHED 102 PHED 236
HLTH 346
PHED 105 PHED 237
HLTH 347
SEI Indicator (d) Creates and maintains a safe and collaborative PHED 236 PHED 238
HLTH 484
learning environment that values diversity and motivates PHED 238 (lab)
HLTH 485
students to meet high standards of conduct, effort and PHED 239 PHED 239
PHED 346
performance. (lab)
PHED 347
HLTH 304
PHED 484
HLTH 308
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

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

PHED 236 HLTH 484

family to become active participants in the classroom and school PHED 346 HLTH 485
community. PHED 347 PHED 484
PHED 485
X
(b) Collaboration indicator: Collaborates with families and PHED 236 HLTH 484
communities to create and implement strategies for supporting PHED 346 HLTH 485
student learning and development both at home and at school. PHED 347 PHED 484
PHED 485
X
(c) Communication indicator: Engages in regular, two-way, and PHED 236 HLTH 484
culturally proficient communication with families about student PHED 346 HLTH 485
learning and performance. PHED 347 PHED 484
PHED 485
PHED 346 X
SEI Indicator (e) Collaborates with families, recognizing the
PHED 347
HLTH 484
significance of native language and culture to create and
HLTH 485
implement strategies for supporting student learning and
PHED 484
development both at home and at school.
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 X
PHED 238 PHED 236
PHED PHED 237
239(peers) PHED 238
(c) Collaboration indicator: Collaborates effectively with (lab)
colleagues on a wide range of tasks. PHED 239
(lab)
PHED 308
PHED 309
(lab)
(d) Decision-making indicator: Becomes involved in school-wide X
decision-making, and takes an active role in school improvement PHED 484
planning. PHED 485
X
(e) Shared Responsibility indicator: Shares responsibility for the
PHED 484
performance of all students within the school.
PHED 485
X
PHED 105 PHED 236 HLTH 346/347
PHED 239 PHED 237 HLTH 484
PHED 238 PHED 238 HLTH 485
PHED 236 (lab) PHED
(f) Professional Responsibilities indicator: Is ethical and reliable,
PHED 239 346/347
and meets routine responsibilities consistently.
(lab) PHED 484
PHED 308 PHED 485
PHED 309 HLTH 450
(lab)
HLTH 304/308