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MACTE is a public voice of educator preparation, providing vision, leadership, and professional development to support teacher educators. MACTE promotes the learning of all PK-12 students through the promotion of high quality preparation and continuing education for all school personnel.

The Conference was GREAT!

Our 2016 Spring Conference was held on Friday, April 15, 2016 and as always, received good reviews overall.  Thanks to all who submitted evaluation forms and gave helpful feedback. Presentations are posted on the Conference page of this website – check them out!  In addition, our new board members were elected (Congratulations to all!) and will be added to the “Who we are” link on this site in June.  The amended ByLaws were approved by an overwhelming majority of voters.  After our parent organization, AACTE, approves the changes, we’ll post the new version on this website.  Save the Date for the 2016 Fall Conference on October 28, 2016 at Holy Cross.

Massachusetts’ Higher Education Institutions Respond to P12 Needs

Our MACTE Board submitted an update to AACTE outlining our political advocacy efforts in Massachusetts. The article is noted in the AACTE Newsletter “Ed Prep Matters”. Check it out at:    http://edprepmatters.net/2015/12/telling-our-story-political-advocacy-in-massachusetts/

A Sampling of Initiatives/Projects in Massachusetts’ Higher Education Educator Preparation Programs designed to address areas of need in P12 education are outlined in this post. The activities listed below are representative examples of work going on across the Commonwealth in higher education. Institutions are listed alphabetically in five major need areas:  1) Teacher shortages; 2) Partnerships with P12 schools; 3) Diversifying the educator workforce; 4) Promoting educator retention and 5) Improving the quality of teacher candidates.

Teacher Shortage Areas:

Boston University: Boston University has increased the number of science program completers, especially the number of Physics candidates which now exceeds the national annual average by program, by employing the following three strategies: the Boston University Noyce Urban Science Scholarship program (http://www.bu.edu/sed/admissions/graduate-students/financial-assistance/scholarships-fellowships/); the Boston University School of Education has created a special course open to all undergraduate science majors at BU to introduce them to a potential career as a science educator (http://www.bu.edu/sed/academics/undergraduate/bu-advantage/ ; and, the Learning Assistant (LA) Program at Boston University http://www.bu.edu/laprogram/

Bridgewater State University: BSU receives $1.45 million dollar grant from the National Science Foundation/Noyce to fund the BSU Southeast Massachusetts Science Teacher Scholars Program.  The goal of the program is to produce 40 science teachers to work with elementary and secondary education students within high-needs districts throughout Southeastern Massachusetts.

Clark University: Clark University, through its Adam Institute for Urban Teaching and School Practice, currently has a National Science Foundation “Noyce Scholarship” grant, part of an effort to increase the number of available STEM teachers as well as their preparedness.

Gordon College: Undergraduate early childhood and elementary teacher candidates complete dual certification with English as a Second Language. Elementary teacher candidates may also complete dual certification in special education. Graduate teacher candidates complete dual certification in elementary and special education.

Lesley University: We have a high percentage of students in programs which are in high need areas, particularly special education. We also offer middle and high school math and science licensure programs, an ESL program and a growing elementary/ ESL joint program. The Lesley Center for Math Achievement has a growing program for elementary and middle school teachers, who are deepening their practice in math. This Center works with districts, particularly in urban areas, such as Springfield and Brockton, to deliver programs to inservice teachers. See the website http://www.lesley.edu/center/math-achievement/  .  We also offer an online Science program, which provides professional development to experienced educators.

Mount Holyoke College: Responding to our partnership needs and a national shortage of Moderate Disability and English Language Learner teachers, MHC has developed a MAT ‘Plus’ program where the undergraduates and graduate students can complete a series of coursework and internship placements to apply for an additional license in ELL and Moderate Disabilities

Stonehill College: Stonehill received $1.19 million from the Robert Noyce Teacher Scholarship Program/NSF to help us reconceptualize how we recruit, prepare and retain teachers of mathematics PK through grade 12. The goal of the program is to produce more teachers of mathematics to work with elementary and secondary students within high-needs schools and districts. 

University of Massachusetts Amherst: College of Education faculty paired with the Dept. of Computer Science received an NSF grant to develop adaptive tutoring technologies to help increase the participation in mathematics of underrepresented populations in STEM careers. This research and development project will examine the impact of affective interventions on the performance, learning, affect and attitudes of 800 high school students and analyze the value of tailoring interventions to individual students and specific student groups.

College of Education faculty were awarded nearly $3 million from the National Science Foundation to develop and study an innovative model to teach science to incarcerated youth. The project, which targets a population that the NSF has not previously supported, will employ the principle of Universal Design for Learning to create a virtual science world that incarcerated youth will be able to access through iPads and other devices. The College is partnering with the Center for Applied Technology (CAST) to develop the program.

University of Massachusetts Boston: UMass/Boston’s Teach Next Year Resident Teaching program has been supported by the National Science Foundation, NOYCE Scholarship grant for STEM teachers since 2007.  This partnership has contributed to 1) increasing the number of STEM teachers in Boston Public Schools and surrounding urban districts in the Boston area, and 2) increasing the number of candidates of color hired as STEM teachers in urban schools. The numbers of STEM candidates of color prepared through this program has continued to grow.   For example, since 2011, 41 STEM candidates of color have been supported by the Noyce program. Ninety percent of these candidates are now teaching in Boston and other urban districts.

UMass Boston’s has also partnered with the National Math and Science Initiative has initiated the UTeach program. It is a university-based, secondary STEM teacher preparation program designed specifically for undergraduate STEM majors funded with a 1,450,000 grant from the Howard Hughes Medical Institute UTeach students earn degrees in their content areas (e.g., chemistry, biology) along with teaching certification within four years. UTeach combines extensive, individualized coaching with intensive field-based teaching opportunities and relevant content, offering a streamlined, field-intensive curriculum that is firmly situated within the STEM domains. All UTeach classes are discipline-specific, based on current research, taught by research faculty, and the classes are focused specifically on STEM teaching and learning. There are currently 46 undergraduate STEM majors enrolled in the first UTeach class. Our estimates are that by the fifth year of the project, 50 STEM teachers will graduate each year. As an urban university with the mission to serve an urban clientele, the majority of our current students are placed in Boston Public Schools, with a smaller number in Quincy and Roxbury. As the program matures, we anticipate placing interns in more local urban districts.

University of Massachusetts Lowell: UMass Lowell was the first UTEACH site in the northeast. UML joins 44 institutions nationwide using the UTeach model to prepare undergraduate STEM majors to be teachers. UTeach is characterized by use of the 5E curriculum model (Engage, Explore, Explain, Elaborate, Evaluate), frequent field experiences throughout the undergraduate degree, beginning in the freshman year, and strong partnerships with districts and mentor teachers. UMass Lowell also responds to teacher shortage areas through:

  • Add-on license in moderate disabilities for elementary and secondary candidates
  • Add-on license in ESL for elementary and secondary candidates
  • Special Education option added to the hybrid advanced M.Ed. program in Curriculum and Instruction for practicing teachers
  • Proposal being submitted for undergraduate licensure programs in moderate disabilities, early childhood and ESL

Wheelock: In 2014 a new program was launched to increase the number of elementary teacher candidates who are also prepared and licensed in moderate disabilities.  The Integrated Elementary and Special Education Program is nationally recognized by both ACEI and CEC, and the program is approved by the state (DESE) for dual licensure.  In 2014/2015, there were 23 graduates from the new program.

  • A certificate program in Teaching English Language Learners is approved by the state department to advance an initial teacher license to the professional level in Elementary, Moderate Disabilities, and Early Childhood.
  • Two on-line certificate programs focused on advancing Math and Science content are offered to licensed teachers; the programs are approved to advance an initial teacher license to the professional level.

Engaging our P-12 partners

Boston University: Since 1977 Boston University has had formal partnerships with a group of 8 nearby school districts who joined with BU’s School of Education to form the Consortium, for the purpose of mutual exchange of expertise and the training of teacher candidates. Boston University also has formal partnerships with two Boston Public Schools, the William Monroe Trotter School (K1-6) and the Boston Green Academy (6-7, 9-12) , to collaborate on pre-practicum and practicum placements; Summer Literacy Institutes at Boston Green Academy; Tutors in Science & Writing, and, Dads Read at Trotter; research and professional development for teachers and BU faculty.

Bridgewater State University: BSU has established a network of professional development schools in the gateway cities of Brockton, Taunton and New Bedford.  Staff and faculty from the College of Education and Allied Studies meet monthly at 7 different schools to work on mutually beneficial projects for both the schools and university. Representatives of these schools sit on the BSU PDS Advisory Council to assist the university in the design and implementation of clinical experiences for teacher candidates.

 Clark University: Clark University works in close partnership with a set of Worcester schools (K-12), including University Park Campus School, which Clark co-founded, and four “Innovation Schools” developed with Clark support. The partnership focuses on teacher preparation, professional development, and college readiness, as well as collaborative research. In addition, Clark is partner with the district on several grants.

Eastern Nazarene College: ENC has established a partnership with Quincy Public Schools in 4 Elementary Schools.  The focus of the partnership is to work together on pre-practicum and practicum placements, provide PD opportunities for the student teachers and explore other curriculum areas where expertise can be shared and both ENC faculty and teachers can collaborate.

Eastern Nazarene College has established a partnership with the Massachusetts DECA Association Advisor.  The focus of the partnership is to provide an Initial Licensure Program for those business teachers who currently do not hold a teaching license to work as a Business Teacher at a Massachusetts High School.  The Partnership will pursue other areas where collaboration can explore possible Professional Development opportunities for teachers and ENC Business faculty.

Gordon College: College professors go into partner schools to collaborate and work alongside inservice teachers to help support preservice teachers during field/lab experiences connected to methods courses.Three credit course provided for supervising practitioners on mentoring teacher candidates during the practicum.

Holy Cross: The Teacher Education Program (TEP) at the College of the Holy Cross works closely with their partners in the Worcester Public Schools to develop innovative approaches to educator preparation.  For example, the TEP Director attended a May 2013 conference on co-teaching with the ELA Department Chair at Burncoat Middle School (BMS).  Following three semesters of brainstorming and planning, they successfully piloted a co-teaching model with three teams at BMS.  The teams presented their work at the Massachusetts Association of Colleges for Teacher Education (MACTE) conference.

Lassell College: The highlight is on diversifying the educator workforce by engaging P-12 partners to create a pipeline from high school to college that mentors minority students interested in the education/teaching field.  We have shared the proposal with the Commissioner, Ed Prep office, and other community leaders as we seek funding.

Lesley: We have numerous partnerships with schools and districts: See http://www.lesley.edu/school-district-partnerships/ for a complete explanation of the rich and extensive variety of partnerships which Lesley has with schools and districts. Among the many partnerships are teacher residency models. The Collaborative Internship Program includes 11 schools and/or districts. These are site-based masters programs, where candidates take some courses at Lesley and some at the school (taught by school-based faculty), while immersed in a full year internship. All but one of these lead to licensure in a variety of areas, including Special Education, Early Childhood, Elementary, Middle and High School.  Another residency model is the Elementary Education Urban Initiative (EEUI), leading to Elementary Education licensure. This program includes a full year internship in several urban school districts and, through courses taught at Lesley and at an urban school, integrates Elementary Education and ESL competencies, preparing candidates for adding on the ESL license. More information about these residency models can be found at http://www.lesley.edu/school-based-education-programs/ .

Lesley and the Cambridge Public Schools have had Professional Development School Partnerships with two schools in Cambridge for over 20 years. For over 35 years, we have collaboratively offered the Summer Compass Program, a summer school which provides an academic summer school program for Cambridge children and a practicum site for Lesley teacher candidates. In addition, full year paid internships are available to our students in Cambridge, Newton, and Boston Public Schools, and we have instituted a year long seminar and support for these interns.

Mount Holyoke College:  MHC developed a Moderate Disabilities Program of Study with Amherst Regional Public Schools, who have implemented a co-teaching model in 23 of their classrooms.  The Director of Student Services and other staff members teach these courses as adjuncts for MHC.  Our graduate program also uses local teachers to teach the methods courses.

Springfield College: Teacher Education Council Advisory Committee: P-12 administrators/teachers representatives serve on this committee to provide feedback and/or make decisions about our curriculum and assessment.  They provide valuable feedback about our programs and the preparation of our teacher candidates.  Assessment and Accreditation Committee: A representative from the TEC Advisory Committee serves as the voice for this committee.

Stonehill: Stonehill has established partnerships with a variety of public and private programs who benefit from the knowledge and skills of our students. In many cases the presence of Stonehill students enables these programs to grow and serve many more P-12 students. Students function as classroom support, project leaders and tutors. Programs range from School on Wheels (serving children affected by homelessness), to the Stoughton Library and Messiah Baptist Church, Brockton (evening tutoring programs), to the YMCA (Fall River), to local elementary, middle and high schools –public, private and parochial.

University of Massachusetts Amherst: The College worked with school partners to develop and implement urban and rural one-year Master’s degree and teacher licensure programs. Offered by the College in partnership with school districts, the urban “TEACH 180 Days in Springfield” and the rural, “TEACH Bridges to the Future”, combines graduate coursework with full time teaching in the school districts. School districts often hire the completers of these residency based programs and they stay for years. Of 222 completers of the urban programs since 2004, 123 (55%) continue to teach in Springfield while 99 work in public schools in Massachusetts.

University of Massachusetts Boston: UMass Boston has strong partnerships with the Boston, Randolph and Quincy public schools.  These partnerships go beyond hosting our student teachers.  For example, our faculty work closely with BPS teachers to plan and deliver professional development from improving a schools inclusion efforts and designing instruction that reaches all students to helping teachers and administrators understand and use student data from multiple assessments.

University of Massachusetts Lowell: Each of our licensure programs has a Clinical Partnership Board.  Boards are comprised of teachers and administrators. Boards meet 3 times a year and provide feedback on the quality of our program for meeting school needs. Additionally, UMass Lowell’s elementary math, science, social studies, and music methods courses are taught onsite in partner schools, with faculty working closely with classroom teachers.  For example, in math methods, students work with teachers to analyze student data and then devise and lead small group tutoring sessions to address students’ needs. In science, student pairs teach a series of science lessons and are observed by the classroom teacher and faculty. Each lesson observation has a specific focus area for discussion to improve candidates’ skills.

Additionally we engage partners through the UTeach program which works with elementary, middle and high school teachers to mentor undergraduates and provide feedback on their teaching during field experiences and the Principal cohort program, developed and overseen by faculty and administrators in three partner districts – Lowell, Billerica, Methuen.

Wheaton: Classroom teachers regularly teach in our teacher prep program. For example, current P-12 teachers are teaching Learning in the Social Sciences and Teaching English Language Learners this year. Additionally P-12 teachers and administrators are regular speakers in our classes throughout the year. For example, next week my class is spending 1.5 hours in a 2nd grade classroom where the teacher will give a workshop on Teaching STEM with Technology.  Another teacher is doing a workshop on Earth sciences in her classroom. A local principal is doing a workshop on data analysis and RTI in a few weeks. Teachers who “co-teach” present regarding strategies for working in an inclusion setting, etc.The list goes on and on.

Additionally, we have a formalized articulation agreement with the Norton schools (our most frequent partner). We are also developing a Partnership Advisory group for all of our partners which will meet in the spring. We regularly invite P-12 personnel to meetings on campus (or in their schools) to discuss matters important to improving our programs. For example, P-12 personnel met with our Education Advisory Group on campus (from all disciplines and all offices) regarding CCSS. We have already facilitated one mentoring meeting so far this year for mentor teachers regarding teacher candidates as well as new teachers. We have several more planned throughout the year re the new PSTs and CAP.

Wheelock: Faculty offer professional development opportunities for P-12 partners, current teacher candidates and students, and for alumni.  (Example:  “Cultivate the Scientist in Every Child” is offered 10/3/15, featuring a 6-week exhibit on campus related to the educational philosophy of Francis and David Hawkins, who promote play, wonder, and curiosity.  The workshop features multiple hands-on stations created by Wheelock faculty in education, arts, science, math, and with colleagues from deCordova Museum and the Hawkins Learning Centers.) In 2015-16 the education unit is restoring a revised format of the Education Advisory Committee, comprised of P-12 school partners (principals and teachers), education department chairs, faculty and student representatives.

Diversifying the educator workforce

Bridgewater State University: A BSU faculty member has been granted a fall and spring course release to develop an intentional mentoring program that works alongside the Academic Achievement Center’s freshman advising to support students of color who are majors in the College of Education.  Mentoring by faculty within the College of Education beginning students’ first semester of college may help students to better navigate the requirements of the professional education programs.

Gordon College: The college is intentionally recruiting students from varied ethnic and racial backgrounds.

Lassell College: Lasell College’s teacher preparation proposal, An Alternative Pathway to the Teacher Diversity Pipeline, aims to close the teacher-student diversity gaps through a robust collaboration between school districts and higher education. Most importantly, the proposal design is well informed by two specific Department targets:

  1. Preparing teachers who meet the new Professional Standards for Teachers essentials elements identified in the CAP: Curriculum, Planning, and Assessment; Teaching All Students, Family and Community Engagement; and Professional Culture and
  2. Mentoring from high school potential minority students who share an interest in teaching, learning and leading in a supportive and mentored teacher preparation program.

The focus of the project is to work with juniors and seniors in high school from minority backgrounds with a focus on Latino/Hispanic students who are interested in a teaching career by providing mentoring relationships with college students and faculty, supporting academic development, and navigating the application process to college.  We have established high school partners and support letters from those districts.

 Lesley: The EEUI program mentioned above has recruited a diverse population of teacher candidates and provides some scholarships. Several of the Collaborative Internship Schools have made a concerted effort to recruit a diverse pool of students and also offer scholarships. The undergraduate programs in the Lesley University College of Arts and Sciences (LCAL) have a partnership with Bunker Hill Community College, which leads to a Bachelor’s degree in Early Childhood Education. See http://www.lesley.edu/bachelors-degree-completion/bunker-hill/ . LCAL also has an Urban Scholars Program, which includes scholarships, a tuition discount, mentoring, support groups, etc.  More information can be found at  http://www.lesley.edu/undergraduate/urban-scholars-initiative/?terms=Lesley%20university%20urban%20scholars%20program.

Mount Holyoke College: Mount Holyoke College’s graduate program is partnering with the Holyoke Public School district in a new initiative to provide a teacher licensure pathway (with substantial scholarships) for their ‘home grown’ teachers. The goal is to provide an opportunity for residents of Holyoke who are para-professionals or teachers without teaching licenses to work towards a license while they continue to work in the classroom.

University of Massachusetts Amherst: The University of Massachusetts opened a UMass Center at Springfield in 2014 that is led by a newly hired Director of Urban Education. The Center affords opportunities for the College of Education to implement deliberate recruitment efforts and create programming that connects the College more directly to the Springfield and Holyoke P12 schools and community colleges. For example, faculty offer professional development courses for educators at the Center; Springfield high school students are brought to the Center for day long workshops on education professions; applying for college and financial aid. Younger students are brought to the Center to attend UMass-UCan go to College sessions.

The College is leading an urban education initiative for the University to be housed in the UMass Center at Springfield. The College will begin its efforts toward the development of a Center for Urban Education through the Transformative Teaching Fellows Program. This program demonstrates the shared commitment of the UMass Amherst and local public school districts to create a well-prepared, diverse teaching force that can improve the educational experiences of urban youth. The initiative is designed to “home-grow” teachers who are culturally connected and skilled pedagogues. It also aims to inform the professional development of all teachers, motivating improvements in teacher education at UMass Amherst and offering professional development for all Springfield and Holyoke educators.

UMass Boston: UMass Boston’s Teach Next Year (TNY) residency program has prepared PreK-12 candidates to work in urban schools for the past 16 years with funding from the Treffler Foundation, National Science Foundation, and Federal Teacher Quality Partnership Grants.  TNY has partnered closely with the Boston Public Schools to prepare more teachers of color.  Overall, TNY has prepared over 360 teachers.  Of these, 233 or 63.3% have been hired in Boston. Overall, 75.6, have been hired in other urban districts in the state or nationally.  Of the 233 teachers hired in Boston since 2000, 102 or 43% have been teachers of color.  Of these 102 teachers of color hired in BPS schools between 2002 and 2014, 73 or 86.9% are still working in the district as either teachers or administrators.

University of Massachusetts Lowell: 1. Developing a School to Teaching pipeline with Lowell High to diversify teacher prep programs with scholarship incentives. 2. Working with Jumpstart program coordinator to recruit minority candidates into teacher prep programs.

Westfield State University: Grow your own program: a partnership with Springfield Public School district to recruit students of color from their district interested in teaching math, science and Sped education.  Students who meet WSU/education admissions requirement will have guaranteed admission and upon completion of their licensure program will have a teaching position in these licensure areas in the district.

 Wheelock: Diversity is a key admissions factor for undergraduate and graduate preparation programs. Maintaining a diverse faculty contributes to the recruitment of a diverse student body and increased diversity in cohorts of teacher candidates.

Promoting educator retention

Bridgewater State University: The BSU New Teacher Partnership (NTP) group chaired by a faculty member in the College of Education meets regularly to develop and coordinate programs aimed at improving teacher retention through new teacher professional development. NTP programs include: – monthly new teacher support seminars; – New Teacher Academy: two-day summer “gearing up for the classroom” institute; – Mentoring Beginning Teachers seminars for BSU supervising practitioners.

Clark: Clark University offers graduates teaching locally the opportunity to participate on teacher teams during the school year and to take courses, an effort to support them in the first years of teaching.

Gordon College: Annually college professors gather on campus to greet and offer support and consultation to education alumni. When Teacher Candidates graduate, the Education Department has a celebration giving tips for the first year along with encouraging them to contact faculty whenever they have questions or just want to dialogue.

Lesley: Supported by a grant from Meditech, Lesley’s New Teacher Community (NTC) offers support for beginning teachers in their first several years of teaching. Resources include professional development and networking events, mini-grants, mentoring, a blog, and a Facebook page with resources posted several times a week. More information can be found at http://www.lesley.edu/community/new-teacher/?terms=New%20Teacher%20Community .

Stonehill: Stonehill College is piloting a new retention program with a cohort of mathematics teachers (class of 2015). Novice teachers are invited to campus to participate in professional development and mentoring activities. Communication is done face to face as well as in a distance electronic format to support them over their initial years of teaching. It is anticipated that grant funding will be sought to continue and expand this initiative.

University of Massachusetts Amherst: UMass alumni value the idea of “giving back” to the university and we keep them involved through activities such as designing, co-teaching and evaluating courses; participating as cooperating teachers and university supervisors for student teaching and practicum candidates; participating on improvement councils. 45-50% of our cooperating teachers are also alumni from our program. Most UMass graduates remain in the field longer than three years and it is not unusual to find them in classrooms for ten, fifteen or twenty years. About 45% of our College of Education students come from out-of-state or another country. Many of these who are licensure candidates return to their state or country of origin upon graduation, having never planned to stay in MA. The remaining candidates often take jobs in western MA, or other communities in the Commonwealth. Once people take jobs in this geographical area, they tend to stay in those jobs and stay connected to their program faculty and/or alumni services. Of UMass program completers, 57% are employed in a MA public school with 91% of those remaining employed for at least 2 years.

University of Massachusetts Lowell: Induction and mentoring program for candidates in our school principal partner district -cohort program.

Wheelock: Evaluation and improvement of all preparation programs is continuous and intended to promote educator retention and higher quality of teacher candidates. Two new courses in Sheltered English Immersion were added to the requirements of all undergraduate and graduate preparation programs in 2014.

Improving the quality of teacher candidates

Bridgewater State University: BSU has multiple entrance gates with standards and requirements (2.8 GPA, passing MTEL scores, etc.) that increase in rigor for each stage of the teacher preparation program. Faculty and administrators have also met this academic year to create and implement an admissions process with rigorous standards and requirements for candidates seeking teacher qualification from the Department of Early Education and Care.

Clark: Clark’s Master of Arts in Teaching program recruits students highly committed to teaching in high-need settings with culturally and linguistically diverse students. To enhance their preparation, students are placed in teams in a partner school in Worcester for a yearlong internship. As an example of impact, almost all of the teachers at University Park Campus School are graduates of the program.

Gordon College: High entrance requirements for entry into the beginning of teacher preparation, MTELs required at different stages of progression through the program, all tests passed and GPA threshold met prior to beginning practicum.

Lesley: Lesley has developed a Unified Assessment System, which allows the University to examine data of performance of all candidates on key assignments, required in every course and directly related to MA teacher standards and other professional competencies. In addition, Lesley is aggressively seeking various types of alumni data that will guide and inform our practice. We are also using Edwin analytics to determine patterns of data.

The GPA of our entering students in graduate programs is 3.27, and for undergrad students it is 3.17.  We are piloting an initiative to assess, identify, and support dispositions related to becoming a professional educator.  Students must meet standards and benchmarks before entering the undergrad education programs. Several of the graduate education programs require interviews for admission. Conditional accepts, which include clearly defined criteria, are offered to candidates when there are academic or dispositional concerns which may not warrant outright rejection.  An academic review process is in place for candidates who are having academic challenges during the program, and students are dismissed when they do not meet criteria.

Stonehill: (1) Stonehill College has created NUMB3RS Projects in many of our partner programs (in Avon, Brockton, Easton, and Fall River). Working in teams, TCs design and then implement mathematical problems with a multi age groups of students. Through exposure to projects that employ mathematics in non-traditional ways, we utilize problem solving to move the thinking of both TCs and the PK-12 students they work with, beyond rote memorization to the development of a deeper conceptual understanding of the big ideas in mathematics.

(2) Stonehill College, through partnership with the National Inclusion Project hosts Camp Shiver – a fully inclusive sports based summer camp for children with and without disabilities. Stonehill students serve as interns, counselors, and in leadership roles thus building skills in working with a variety of children. Campers come from the greater Brockton area and participate free of charge.

 University of Massachusetts Amherst: Two new courses in Sheltered English Immersion were added to the requirements of our undergraduate and graduate preparation programs in 2014.

We work through a comprehensive, continuous improvement model which includes ongoing data collection, review and analysis and the results are used to improve our programs and the College. The average admitted candidate GPA for College of Education programs are 3.4 for undergraduates and 3.5 for graduates.

University of Massachusetts Lowell:

  • Preservice candidates take methods courses in partner schools and work with P-12 students.
  • Systematically collect data from program completers and alumni to improve programs.
  • Developing simulations using TeachLive to improve candidate classroom management and parent communication skills.
  • Added more field experiences to methods courses.
  • Respond to feedback from candidate completer and alumni program evaluations to revise and add courses which will enhance their effectiveness in the areas of classroom management, working with students with disabilities and responding to the needs of ESL students.

Westfield State University: Advanced Standing: A policy change to the entry requirements for the teacher licensure programs.

Wheelock: Two new courses in Sheltered English Immersion were added to the requirements of all undergraduate and graduate preparation programs in 2014.

  • Evaluation and improvement of all preparation programs is continuous and intended to promote educator retention and higher quality of teacher candidates.

 Wheaton: Our students are in the classroom throughout the senior year, part-time in the fall, full time January through May. They complete fieldwork in various kinds of settings from the first – third years. We are intentional in trying to diversify the kinds of settings they are exposed to. Last year, we had 100% of our graduates hired by August in a range of educational positions. All took education jobs. We regularly survey alums for years and also hold focus groups of alums each year. We  have found that they have felt prepared “on day one” for their new positions. We base our yearly goals on their feedback. For example, based on their feedback last spring we are moving data analysis assignments into earlier classes.



Massachusetts Association of Colleges for Teacher Education (MACTE) is an affiliate of the American Association of Colleges for Teacher Education (AACTE). The views expressed on this website are the views of MACTE.