This document discusses requirements for teacher licensure in Massachusetts, ways to foster teacher professional development, teacher employment statistics, teacher demographics, and the roles of universities versus state credentialing agencies. For initial licensure in MA one needs a bachelor's degree, passing scores on licensure exams, and completion of an approved educator program. Professional licensure requires 3 years of teaching experience, completion of an induction program, and a master's degree. The document also provides statistics on projected teacher employment levels and pupil/teacher ratios in public and private schools.

1. • Requirements
• Fostering Professional Development and Growth
• Teacher Employment
• Teacher Demographics
• Roles of Colleges/Universities vs State Credentialing
Agencies

2. 
 Massachusetts Requirements for a Preliminary
teaching license to teach for 5 years
 A bachelor’s Degree
 A passing score on the literacy and writing MTEL test
 A passing score on your MTEL subject Test
 An Initial Licensure only valid for 5 years as well
 A bachelor’s Degree
 A passing score on the literacy and writing MTEL test
 A passing score on your MTEL subject Test
 Completion of an approved Educator Preparation
Program
Requirements

3. 
 Professional Licensure
 3 Years of Employment under a Initial licensure
 Completion of a Teacher Induction Program
 A Master’s Education Degree
Requirements(continued)

4. 
 I think some ways that can be used to foster development and
growth as an educator would be
 To have new teacher induction program which allows new teachers to
be acclimated to the school and how a “real” classroom works
 Developing a collaborative work environment with colleagues to share
ideas and solutions
 effective professional-development programs that are job-embedded
and provide teachers with five critical elements (Darling-Hammond et
al., 2009):
 Collaborative Learning
 Links between curriculum, assessment, and professional-learning
decisions in the context of teaching specific content
 Active learning
 Deeper knowledge of content and how to teach it
 Sustained learning, over multiple days and weeks
Fostering Development an
Growth as an Educator

5. 
 Effective Administrator and Teacher Leadership is also a vital and
helpful to foster development and growth of teachers (Leithwood
et al., 2004; Vescio, Ross, and Adams, 2008; The Wallace
Foundation, 2012)
 These five key factors are:
 A vision of academic success for all students based on high
expectations
 A safe and cooperative climate for learning
 Support and training to promote continual professional
learning
 Data to track and promote collaborative inquiry and
practices that improve student learning
 Cultivating leadership in staff, parents, and community
partners
Fostering Development
(continued)

6. 
 Public school systems will employ about 3.3 million
full-time-equivalent (FTE) teachers this fall, such that
the number of pupils per FTE teacher—that is, the
pupil/teacher ratio—will be 15.1. This ratio is lower
than the 2000 ratio of 16.0. A projected 0.4 million
FTE teachers will be working in private schools this
fall, resulting in an estimated pupil/teacher ratio of
12.3, which is also lower than the 2000 ratio of 14.5
Teacher Employment of 2013

7. 
Year T otal Public Private
Actual
1996 1
16.9 17.1 15.5
1997 16.6 16.8 15.2
1998 1
16.3 16.4 15.0
1999 15.9 16.1 14.7
2000 1
15.9 16.0 14.5
2001 15.7 15.9 14.3
2002 1
15.7 15.9 14.1
2003 15.7 15.9 13.8
2004 1
15.5 15.8 13.7
2005 15.4 15.6 13.5
2006 1
15.3 15.6 13.2
2007 15.2 15.5 13.0
2008 1
15.0 15.3 12.8
2009 15.0 15.4 12.5
2010 1
15.0 15.2 12.4
Projected
2011 14.9 15.2 12.3
2012 14.8 15.2 12.3
2013 14.8 15.1 12.3
2014 14.7 15.0 12.2
2015 14.6 14.9 12.1
2016 14.5 14.8 12.1
2017 14.4 14.7 12.0
2018 14.3 14.6 11.9
2019 14.2 14.5 11.8
2020 14.1 14.4 11.7
2021 14.1 14.4 11.7
Table 17. Actual and projected numbers for the pupil/teacher ratios in elementary and secondary schools, by control of
school: Fall 1996 through fall 2021
1
S inc e the bie nnia l P riva te S c ho o l Unive rs e S urve y (P S S ) is c o lle c te d in the fa ll o f o dd-num be re d ye a rs , priva te s c ho o l num be rs fo r a lte rna te ye a rs a re e s tim a te d
ba s e d o n da ta fro m the P S S .
NOTE: The pupil/te a c he r ra tio s we re de rive d fro m ta ble s 1a nd 16. Te a c he rs re po rte d in full-tim e e quiva le nts . S o m e da ta ha ve be e n re vis e d fro m pre vio us ly
publis he d figure s . M e a n a bs o lute pe rc e nta ge e rro rs o f s e le c te d e duc a tio n s ta tis tic s c a n be fo und in ta ble A-2, a ppe ndix A.
S OUR C E: U.S . De pa rtm e nt o f Educ a tio n, Na tio na l C e nte r fo r Educ a tio n S ta tis tic s , C o m m o n C o re o f Da ta (C C D), “ S ta te No nfis c a l S urve y o f P ublic
Ele m e nta ry/S e c o nda ry Educ a tio n,” 1996–97 thro ugh 2010–11; P riva te S c ho o l Unive rs e S urve y (P S S ), s e le c te d ye a rs , 1997–98 thro ugh 2009–10; Na tio na l
Ele m e nta ry a nd S e c o nda ry Enro llm e nt M o de l, 1972–2010; a nd Ele m e nta ry a nd S e c o nda ry Te a c he r M o de l, 1973–2010. (This ta ble wa s pre pa re d M a rc h 2012.)

8. 
 The typical public school teacher from a
demographic standpoint, is usually a white- female
in her mid to late 30’s who has gone to
undergraduate and graduate school and typical
holds a bachelors and masters degree in education
 The is also data that has been collected that shows
that there is an increase of people of color, especially
among hispanics more than any other group
Demographics

9. 
Table 2. Demographics of Public School Teachers by Race 2011
White Black Hispanic Other
N= 768 62 65 33
% % % %
Gender
Female 85 90 78 73
Male 15 10 22 27
Age
≤29 23 10 30 12
30-39 26 32 38 33
40-49 21 29 17 27
50+ 30 30 16 27
Highest Degree Held
Bachelor’s -
Education
30 21 32 25
Bachelor’s -
Other
17 21 30 22
Master’s -
Education
40 38 19 38
Master’s - Other 11 12 16 16
Doctorate -
Education
1 5 2 0
Other Advanced
Degree
0 3 2 0
Grades Taught
PK-4 47 38 52 52
5-8 30 28 27 18
9-12 25 33 20 30
Type of Community Taught in
Rural 24 17 10 15
Town 20 3 19 15
City 28 59 56 45
Suburb 28 20 16 24

10. 
 I think the role of the university versus the state
credentialing agencies differs when it comes to the future
success of the educators by:
 Investment – The university or school has an unspoken
investment into each of the teachers they produce because
those teachers are direct reflection on the establishment and
its professors
 Contact/Feedback – the universities role versus the
agencies are able to give better feedback and reflection to
student s to help mold them into better teachers
 Whereas the agencies are more likely to “push” candidates
along in order to be “certified” to teach.
Universities vs. State
Credentialing Agencies

11. 
 Darling-Hammond, L. (2012). Creating a
Comprehensive System for Evaluating and Supporting
Effective Teaching (PDF).
 Leithwood, K., Seashore Louis, K., Anderson, S.E.,
and Wahlstrom, K. L. (2004). Review of Research: How
Leadership Influences Student Learning (PDF).
 The Wallace Foundation (2012). The School Principal
as Leader: Guiding Schools to Better Teaching and
Learning (PDF).
References