Appendix C: Required Documents Prior to Waiving CD-828
Required Documents Prior to Waiving CD 828 DL Teaching Language and Literacy to English Language Learners
CD 828 Teaching Language and Literacy to English Language Learners is our foundational course for ensuring that candidates gain the Reading Subject Matter Knowledge and Skills (SMKs) and meet the Sheltered English Immersion (SEI) indicators of the Professional Standards for Teachers (PSTs) as set forth by the MA Department of Elementary and Secondary Education (DESE). We want to ensure that our candidates are ready to participate in educational practices that celebrate and sustain all students' linguistic and cultural strengths and ensure equity in assessment, instructional planning, and learning. To petition to waive CD 828, a candidate must:
1. Provide evidence and artifacts that show their competencies related to the Professional Standards for Teachers (PSTs) related to diverse learners as required by the MA Department of Elementary and Secondary Education for Reading, All levels License. See below for the specific SMKs and PSTs that must be addressed. An electronic file of their evidence and artifacts should be submitted to the program director. Please be sure to redact identifying information on all documents to honor the privacy of students/clients. For each artifact, please include the roman numeral – letter- label (e.g., I-A-2: Knowledge of Students) to which it relates. The faculty of record and program director will review the documentation for CD 828. If approved,
candidates will then submit the formal transfer petition to the registrar’s office. 2. After the candidate has completed step 1 and the evidence and artifacts have been approved by CAS faculty, the student will file the official petition to waiver form https://www.mghihp.edu/petition-course-replacement-form The student will upload their Sheltered English Immersion (SEI) endorsement documentation along with the related course (s) syllabi and transcripts.
Professional Standards for Teachers
I-A-2: Knowledge of Students: Builds on and draws from knowledge of their students’ identities, skills, developmental levels, cultures, languages, and communities to provide relevant and differentiated learning experiences that enable all students to exercise social-emotional skills (e.g., self-management and making responsible decisions) and progress towards grade-level standards.
I-A-3: Curriculum Literacy: Skillfully uses curricular materials by:
· Determining strengths and weaknesses of materials and adapting as necessary to plan evidence-based, inclusive, and culturally sustaining instruction, including identifying opportunities to create meaningful, relevant connections rooted in the local context.
II-A-3: Inclusive Instruction: Accommodates and supports individual differences in all students’ learning needs, abilities, interests, and levels of readiness, including those of students with disabilities (in accordance with relevant IEPs or 504 plans), English learners and former English learners, academically advanced students, and students who have been historically marginalized, by:
· Using appropriate inclusive practices, such as tiered supports, educational and assistive technologies, scaffolded instruction, and leveraging students’ native language and linguistic resources to make grade-level content accessible and affirming for all students.
I-A-1: Subject Matter Knowledge: Demonstrates sound knowledge of the subject matter by:
· Understanding the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English learners at various levels of English language proficiency and literacy.
II-A-1: High Expectations and Support: Supports all students to meet or exceed high expectations for grade-appropriate, standards-aligned learning, produce high-quality work, and develop self-awareness and skills for independent learning by:
· Using evidence-based, culturally and linguistically sustaining instructional practices to provide equitable opportunities for grade-level learning.
II-B-1: Positive Relationships: Builds positive, caring relationships to help all students feel valued, respected, equitably supported, and a sense of belonging in the classroom community.
II-B-2: Safe Learning Environment: Creates and maintains a safe, supportive, and inclusive environment by:
· Modeling and reinforcing respect for and affirmation of their own and others’ differences related to background, identity, language, strengths, and challenges (self- and social awareness).
II-B-3: Collaborative Learning Environment: Develops students’ relationship and communication skills by:
· Providing students with frequent opportunities to interact with peers, make sense of complex ideas together, and develop language.
· Supporting students to engage with differences and diverse perspectives, respectfully challenge each other’s thinking, and address interpersonal conflicts as they arise.
III-A-1: Communication with Families: Establishes regular, two-way communication with families that:
· Is culturally and linguistically sustaining, aligned with family preferences, in language(s) that families understand, and in approachable language and formats.
III-B-1: Family Engagement: Engages with families in a way that is equitable and collaborative by:
· Building positive relationships with families characterized by mutual trust and respect.
· Providing a variety of frequent, inclusive, and culturally and linguistically responsive opportunities for all families to engage as partners in the classroom community.
· Clearly and accessibly communicating information about family engagement opportunities.
III-C-1: Collaboration on Student Learning and Well-Being: Partners with families to support students’ learning and well-being by:
· Leveraging families’ cultural and linguistic knowledge and expertise as assets.
Reading Subject Matter Knowledge (SMKs):
Reading Subject Matter Knowledge (SMKs): June 2021 Related to the following SMK indicator, please provide evidence of your understanding of the strengths and needs commonly demonstrated by multilingual students.
· f. Characteristics of diverse learner profiles, including the strengths and needs commonly demonstrated by multilingual students and students with reading disabilities including dyslexia.