Frequently Asked Questions

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• Key Resources
• Communications and Collaborations
• Early Literacy in Educator Preparation
• Edwin
• ELAR and Security Portal
• Endorsements and Endorsement Import Spreadsheets
• Field-Based Experiences: Pre-Practicum
• Field-Based Experiences: Practicum Hours and Settings
• Field-Based Experiences: Practicum Supervision
• Field-Based Experiences: Candidate Assessment of Performance
• Field-Based Experiences: Other Performance Assessments
• Field-Based Experiences: Waivers for Field-Based Experiences
• Licensure
• MTEL
• Performance Assessment for Leaders (PAL)
• PK–2 Early Childhood Programs
• PK–12 School/District Partnership Resources
• Professional Standards for Teachers (PSTs) and Professional Standards & Indicators for Administrative Leadership (PSAL)
• Program Admission, Advising, Completion
• Program Approval: Formal Review
• Program Approval: Informal Review
• Program Approval: Early Literacy Reviews
• Program Approval: Other
• Program Changes and Updates
• Record Retention
• SEI Courses
• Stakeholder Surveys
• Subject Matter Knowledge Requirements
• Title II/State Annual Report
• Waivers
• Other DESE Resources
• View All

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Field-Based Experiences: Practicum Hours and Settings

• Requirements
  • How many hours are practicum hours are required for candidates in various licenses? How many hours of full responsibility?
    • See 603 CMR 7.04(4) for requirements for field-based experiences for Initial licensure.
• Settings
  • What settings are appropriate for practicum experiences?
    • According to 603 CMR 7.04(4), "All practicum/practicum equivalents shall be completed within a Massachusetts public school, approved private special education school, Massachusetts Department of Early Education and Care approved preschool, educational collaborative, or a school that requires Massachusetts educator licensure."
    • The 2023 Program Approval Criteria sets additional expectations for the settings candidates should experience across their pre-practicum and practicum experiences:
      • FBE 1: The Sponsoring Organization ensures that pre-practicum and practicum placements expose all candidates to a range of settings, including settings with:
        • access to high-quality curricular materials;
        • diversity of students (including racial, ethnic, socioeconomic, linguistic diversity, and diversity of ability);
        • opportunities to integrate candidates into all components of the school community (e.g., staff meetings, professional development, family engagement opportunities); and
        • anti-racist and culturally and linguistically sustaining school cultures.
  • What if the practicum setting doesn't fully meet these expectations?
    • If the most appropriate practicum setting does not meet regulatory requirements, the sponsoring organization must document the deviation from the requirements along with a specific rationale for the individual candidate. See Appendix J: Implementation of Waivers in Approved Programs from the Guidelines for Educator Preparation Program Approval for additional information.
    • If the most appropriate setting for an individual candidate does not allow for exposure to all required aspects for placements described in the 2023 Program Approval Criteria, it is the responsibility of the sponsoring organization to directly support the candidate in interrogating gap(s) within the specific setting and providing additional resources in that area. DESE may request evidence of these additional resources at the time of an interim or formal review.
• Split Practicum
  • What are the requirements for split practicum experiences in PK–2 Early Childhood programs? In Moderate and Severe Disabilities programs? For "All Levels" Teacher licenses?
    • Per 603 CMR 7.04(4):
    • Candidates for an Early Childhood license must complete 300 hours, including 100 hours in PreK–K, 200 hours in 1–2; at least one setting must include children with disabilities.
    • Candidates for a Moderate Disabilities PK–2/PK–8 license must complete 300 hours in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with moderate disabilities.
    • Candidates for a Moderate Disabilities 5–12 license must complete 300 hours in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate or substantially separate setting for students with moderate disabilities.
    • Candidates for Severe Disabilities must complete a total of 300 hours, with at least 75 hours in an inclusive general education classroom at any level, and at least 150 hours in a setting with students with severe disabilities; the remaining 75 hours may be in either setting.
    • Candidates for Initial licensure for "All Levels" must complete a minimum of 150 hours at each of any two of the following levels: PreK–6, 5–8, 8–12.
  • How do we complete CAP in split practicum settings?
    • There are two options for implementing CAP in split practicum settings, a single placement option or a cross-placement option. See Appendix G: CAP Requirements in Split Practicum Setting in the Guidelines for CAP for information.

Last Updated: September 25, 2024