Credit Claims For Boston Teaching And Education Professionals: Legal Strategies For Income Stability

Credit Claims For Boston Teaching And Education Professionals: Legal Strategies For Income Stability – At Boston College, we are changing the way we collaborate with schools. We want our offer to respond to the specific and “just in time” needs of our school partners. The professional and continuing education team at the Lynch School of Education and Human Development will work with you to build customized, student-centered professional learning experiences aligned with your school goals and strategic priorities.

You will begin your work with planning sessions with the PCE Coordinator. These sessions can take place with the leadership of your school, as well as your educators. The purpose of these sessions is to review the school’s purpose, data and current curriculum to ensure that the professional learning and implementation guidance is tailored to your specific needs.

Credit Claims For Boston Teaching And Education Professionals: Legal Strategies For Income Stability

After the consultation sessions, the professional teaching work is started. These cycles start with planning sessions with a PCE/instructor to apply the professional learning. The customized professional learning sessions can include both content learning and curriculum development/modifications.

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In conjunction with the Professional Learning Cycles, the team at your school/district will receive implementation support from a PCE consultant with school and coaching experience to guide the implementation of the work in the classrooms.

The PCE consultant will also provide text set recommendations for staff, adjust student material recommendations, and answer any questions throughout the process.

Following the conclusion of the Professional Learning Cycles, all PCE providers will meet with the school leader(s) to reflect and plan next steps with the school for the coming year.

What school leaders have said about our plans “There is no better return on learning and professional development than creating ideas and plans and putting them into action to meet student needs. The Lynch School staff has so closely partnered with us … They just moved us to a whole new level of professional development to benefit the teachers and students.” Teacher Development Program

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Educators, including teachers, support staff and administrators are required to have a license issued by the Massachusetts Department of Elementary and Secondary Education to be eligible to teach in Massachusetts Public Schools.

Issued to a person who has a valid license from another state or jurisdiction and has been employed under this license for a minimum of three years, but has not satisfied the Massachusetts testing requirements.

Issued to a person who has a bachelor’s degree and has passed the Massachusetts Tests for Educator Licensure (MTEL).

Issued to a person who has a bachelor’s degree, has passed the MTEL and has completed an approved training program.

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Issued to a person who has met the requirements for a first license, and has completed a Performance Assessment program or an appropriate master’s degree program and has received a rating of proficient in Standards 1 and 2 and an overall rating of proficient in the Massachusetts Educator Evaluation Framework.

For a teacher with a professional license who has earned the required number of Professional Development Points (PDPs) and an SEI Endorsement (K-5 & core content teachers only).

(extended until June 2023) Issued to an in-state or out-of-state person who does not hold an MA DESE temporary, provisional, initial or professional license. Consult the DESE Emergency License FAQ and the DESE Website for more information. They also provide additional flexibility options on a case-by-case basis for teacher licensure and staffing for the 2020-21 school year.

Out-of-state applicants seeking their first license in the State of Massachusetts may be eligible for one of three (3) types of Academic PreK-12 education licenses: Temporary, Provisional, or Initial. To figure out which type you should apply for, consider the following… On a recent March morning, students in Kendra Bauer’s Grade 12 English class filed into the classroom and took their seats.

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Bauer, a Lowell High School teacher for more than 16 years, saw firsthand what was happening across the country: scarce interest in teaching, fueled in part by low pay. And students of color, especially, don’t see much of themselves in the teachers they have.

Nearly 9 out of 10 Massachusetts public school teachers are white, although students of color make up roughly 44% of the state’s total enrollment, according to state data. This means that many do not reflect themselves in their teachers and may not consider it as a future career, Bauer said.

“You can’t be what you can’t see,” she said. “It’s almost like they don’t see that as a career path.”

Lowell is the sixth largest public school district in the state. The students are among the most diverse. Almost 38% are Hispanic, 28% are Asian, and 8% are black.

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Yet many of those students rarely see a teacher who looks like them. District officials say seven out of 10 Asian students in Lowell Public Schools did not have a single teacher of the same race during the 2020-21 school year. That gap was similar for Hispanic and Black students.

State data shows that 90% of full-time teachers in the district are white, as of the 2021-2022 school year. Black, Asian, and Hispanic instructors make up just 1%, 4%, and 5%, respectively.

When students of color have teachers of color, they receive more personal attention in school and have stronger plans after graduation, according to a Learning Policy Institute study released in 2018.

District educators partnered with the University of Massachusetts Lowell to offer college credit and potential scholarships to high school students interested in teaching. It is a push for students to dream of becoming teachers.

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This is the first year of the education pathway at Lowell High School, also known as the “Grow our Own” program. Last fall, 13 secondary schools from the cohort taught in primary schools. They read stories to students and developed lesson plans.

Zhan was given the opportunity to lead a first-grade class at Bailey Elementary School as a student-teacher. She was surprised by the experience – in a good way. One student looked a little familiar.

“She had the same little outfits I wore, the white tights and the little pigtails,” Zhan said. “I saw myself in her as a student, so I would hope she saw herself in me.”

One of the goals of the program is to encourage students of color to return to their communities as educators. Another goal is for participants to learn how to lead classrooms where all students feel included, program leaders said.

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Lorena Minikowski, a junior at Lowell High, wasn’t always interested in teaching as a profession. Her mother has a daycare at home, so she was used to the hustle and bustle of young children.

“I would like to wake up in the morning and I would just like to hear children crying when I went downstairs,” said Minikowski. “And I was like, ‘I don’t want to deal with this all day.’ This is crazy.’”

But last summer, Minikowski got a job working with young students at McAvinnue Elementary School. In the fall, she attended the inaugural education track at Lowell High and taught in kindergarten.

One of her students only spoke Portuguese, so Minikowski, who is Brazilian, spoke to him in her home language.

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“I taught the whole class, and him. So, it wasn’t like he was separated from the rest of his class,” she said. “He was, like, included in the same activity as … other students.”

The new learning pathway program isn’t the only push by Lowell Public School administrators to try to boost teacher diversity. Staff visited historically Black colleges and universities in Atlanta to try to recruit students to work in Lowell. A separate effort focuses on retaining newly hired teachers of color with leadership opportunities and mentorship.

Ralph Saint-Louis, a Haitian-American biology teacher who has been at Lowell High for the past four years, is part of the community. He said some students do a double take when they see him in the hallway.

“I was standing outside my classroom, and I’ve had students like stop and stare and be like ‘Are you a teacher here?'” Saint-Louis said. ” ‘Really?’ and I feel, ‘yes, this is my class.’

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Students rarely see a black science teacher at school. Saint-Louis emphasized how he was able to build strong connections. During an interview in the hallway with , students stopped to say hello.

“We really developed these really supportive teacher-student relationships and they continued to follow me year after year,” Saint-Louis said. in the classroom.”

Saint-Louis said he had influential teachers long before he considered the education field. They made room for him to explore his skills in the classroom. He tries to recreate a similar nurturing environment for his own students.

Lowell’s “Grow Your Own” initiative is new, but there is strong participation. Of the nine Lowell High seniors graduating from the aisle this year, three are students of color. And in the class behind them, 16 of the 24 participants are students of color.

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Stacy Agee Szczesiul is an associate dean in the College of Fine Arts, Humanities & Social Sciences at UMass Lowell. She helps oversee the partnership and said it opens the door

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