Section:
Most recently amended by the Board of Elementary and Secondary Education: June 22, 2021
(1) Professional Standards for Vocational Technical Teachers
(a) Application. The Standards for Vocational Technical Teachers define pedagogical and other professional knowledge and skills required for all such teachers. These standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing courses seeking approval, and by the Department as a basis of written and performance assessments of candidates. Candidates shall demonstrate that they meet the Standards:
by passing the written and performance tests required for the preliminary license; and
as part of the preparation for the professional license.
(b) Standards
Seeks resources from business, industry, colleagues, families and the community to enhance learning. Coordinates with academic teachers to integrate subject matter to fulfill the goals of the learning standards in the Massachusetts Curriculum Frameworks and the Vocational Technical Education Frameworks.
Draws on the vocational technical competencies of the applicable Vocational Technical Education Framework and Massachusetts Curriculum Frameworks to plan activities addressing standards that will advance students' level of subject matter knowledge and skills.
Plans and provides instruction combining manipulative skills with the technical knowledge needed to perform job tasks.
Plans student activities to include, but not be limited to, research, documentation, task performance, record keeping and evaluation of job performance.
Plans and uses work-based activities to enhance student learning.
Draws on results of formal and informal assessments as well as knowledge of human development and student learning styles to plan learning activities appropriate for the full range of students within a classroom and laboratory.
Uses effective strategies and techniques for making content accessible to English learners.
Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.
Demonstrates knowledge of the differences among social, academic and technical language and the importance of these differences in planning.
Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.
Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.
Plans units of study with clear objectives and relevant measurable outcomes.
Plans the pedagogy appropriate to the specific discipline and to the age, cognitive level and learning styles of the students in the classroom and laboratory.
Develops student career decision-making and employability skills by creating opportunities for students to gain understanding of workplace cultures and expectations.
Incorporates appropriate technology and media in planning the unit of study.
Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms and laboratories.
Develops a sequential curriculum design that promotes the identification of academic subject area skills utilized within the vocational technical discipline.
Plans and provides a sequential scope of technical knowledge instruction in the areas of materials, processes and procedures of the technical discipline.
Develops a curriculum that supports the successful transition of students from secondary to postsecondary education including registered apprenticeship programs.
Delivers Effective Instruction
Communicates high standards and expectations:
(i) Makes learning objectives clear to students.
(ii) Communicates clearly in writing and speaking.
(iii) Uses engaging ways to begin a new unit of study.
(iv) Builds on students' prior knowledge and experience.
Communicates high standards and expectations when carrying out the unit of study:
(i) Uses a balanced approach to teaching skills and concepts of reading, writing and speaking.
(ii) Employs a variety of teaching techniques from more teacher-directed strategies such as direct instruction and practice to less teacher-directed approaches such as discussion, problem solving, applied learning, cooperative learning, and research projects (among others) as they apply to the subject matter and skills being taught.
(iii) Employs a variety of reading and writing strategies for addressing learning objectives.
(iv) Relates appropriate science, technology/engineering and mathematics concepts to the vocational technical program.
(v) Uses questioning to stimulate thinking and encourages all students to respond.
(vi) Uses instructional technology appropriately.
Communicates high standards and expectations when extending and completing the unit of study:
(i) Assigns and evaluates homework that furthers student learning.
(ii) Provides ongoing feedback to students on their progress.
(iii) Provides varied opportunities for students to achieve competence.
(iv) Communicates high standards and expectations when evaluating student learning.
(v) Measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments and uses results to plan further instruction.
(vi) Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians and school personnel.
Manages Classroom Climate and Operation
Creates a safe environment conducive to learning.
Creates a physical environment appropriate to a wide range of learning activities.
Assures that students have adequate training in health and safety issues pertaining to the vocational technical program and that safety guidelines are followed at all times.
Maintains appropriate standards of behavior and mutual respect.
Manages classroom routines and procedures without loss of significant instructional time.
Promotes Equity
Encourages all students to believe that effort is a key to achievement.
Promotes achievement by all students without exception.
Assesses the significance of student differences in home experiences, knowledge, learning skills, learning pace and proficiency in the English language for learning curriculum and uses professional judgment to determine if instructional adjustments are necessary.
Develops students' character, leadership and sound personal, social and civic values and ethics.
Meets Professional Responsibilities
Understands his or her legal and moral responsibilities.
Conveys knowledge of and enthusiasm for her/his technical discipline to students.
Remains current in research or developments in the vocational technical discipline and exercises judgment in accepting findings as valid for application in classroom and laboratory practice.
Collaborates with colleagues to improve instruction, assessment and student achievement. Involves parents/guardians in their child's learning and communicates clearly with them. Develops partnerships with business and industry to extend and enrich the learning opportunities available to students.
Assists in the development of partnerships with postsecondary institutions and apprenticeship programs for the development and implementation of high school to postsecondary education and apprenticeship programs.
Makes appropriate use of the Program Advisory Committee to improve the vocational technical program and incorporate modern workplace skills.
Makes appropriate use of vocational technical student organizations to improve student learning and develop student leadership skills.
Reflects upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals and is receptive to suggestions for growth.
Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.
(2) Professional Standards for Vocational Technical Administrators
(a) Application. The Standards for Vocational Technical Administrators define pedagogical and other professional knowledge and skills required for all administrators. The Professional Standards for Administrators set forth in 603 CMR 7.00: Educator Licensure and Preparation Program Approval also apply to Vocational Technical Administrators. Candidates shall demonstrate that they meet the Standards by passing the Administrator Performance Assessment for the Initial license, as a part of the induction phase of the preparation for the Professional license.
(b) Standards.
Leadership
Articulates the role of vocational technical education in the United States.
Articulates the vision and mission of vocational technical education.
Reviews, evaluates, revises and initiates vocational technical education programs on the basis of sound labor market information and input from advisory committees.
Understands how to connect the curriculum to authentic learning experiences.
Leads staff in effective curriculum development activities and helps staff to align curriculum with the Vocational Technical Education Frameworks and the Massachusetts Curriculum Frameworks.
Leads staff in the development and implementation of high school to postsecondary education including registered apprenticeship programs.
Leads staff in the development of integrated academic and technical instruction.
Leads staff in the development and implementation of a comprehensive school improvement plan based upon sound data analysis and the school vision statement.
Safety and HealthUnderstands safety and health requirements of vocational technical education and assures that the school develops and follows an appropriate health and safety plan.
Assures presence and quality of educational programs that address the needs, interests and abilities of all students.
Provides programs or activities that help all students acquire a positive civic identity and see themselves as integral members of our civic communities.
Fosters understanding that effort is a key factor in achievement.
Helps all students see themselves as unique individuals responsible for their own actions.
Assures high academic expectations for all students.
Holds teachers, students and self to high standards of performance and behavior.
Promotes use of effective strategies and techniques for making content accessible to English learners.
Community Involvement
Develops partnerships with business and industry, postsecondary institutions, and apprenticeship programs to extend and enrich the learning opportunities available to students.
Makes appropriate use of the general advisory committee to continually improve vocational technical education programs and incorporate current workplace skills.
Professional ResponsibilitiesUnderstands the laws and regulations that govern vocational technical education.
(3) Professional Standards for Vocational Technical Cooperative Education Coordinators
(a) Application. The Standards for Vocational Technical Cooperative Education Coordinators define pedagogical and other professional knowledge and skills required for all Cooperative Education Coordinators. Candidates shall demonstrate that they meet the Standards as part of the induction phase of the preparation for the Professional license.
Implements curriculum and instruction during the Cooperative Education Program.
Draws on the Vocational Technical Education Frameworks and the Massachusetts Curriculum Frameworks to plan the cooperative program.
Combines manipulative skills with the technical knowledge needed to perform job tasks during the cooperative education program.
Provides student activities that include, but are not be limited to, research, documentation, task performance, record keeping and evaluation of job performance during the cooperative education program.
Draws on results of formal and informal assessments as well as knowledge of human development and student learning styles to provide learning activities that are appropriate for students during the cooperative education program.
Seeks resources to enhance learning. Cooperates with academic teachers to integrate academic and technical education to the greatest possible extent during the cooperative education program.
Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into cooperative education programs.
Develops a cooperative education program that supports the successful transition of students from secondary to postsecondary education including registered apprenticeship programs.
Promotes the Delivery of Effective Instruction
Communicates high standards and expectations when implementing the cooperative education program:
(iii) Builds on students' prior knowledge and experience.
(iv) Relates appropriate science, technology/engineering and mathematics concepts to the cooperative education program.
Communicates high standards and expectations when conferencing with students:
(i) Provides ongoing feedback to students on their progress.
(ii) Provides opportunities for students to achieve competence.
(iii) Communicates high standards and expectations when evaluating student learning.
(iv) Measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments and uses results to plan further instruction.
(v) Translates evaluations of student work into records that convey the level of student achievement to students, parents or guardians and school personnel.
Promotes Safety
Provides students with adequate training in safety and health issues pertaining to the vocational technical program and promotes safety guidelines to be followed at all times.
Encourages appropriate standards of behavior and mutual respect.
Requires all employers to adhere to non-discrimination and equal opportunity requirements.
Assesses the significance of student differences in home experiences, knowledge, learning skills, learning pace and proficiency in the English language for learning curriculum and uses professional judgment to determine if adjustments are necessary during the cooperative education program.
Develops students' self-awareness and confidence, character, leadership and sound personal, social and civic values and ethics.
Develops partnerships with business and industry to extend and enrich the learning opportunities available to students.
Collaborates with colleagues to improve instruction, assessment and student achievement.
Involves parents in their child's activities and performance and communicates clearly with them.
Requires that cooperative education employers abide by Child Labor laws as they apply to the cooperative education program.
Assists in the development of partnerships with postsecondary institutions and apprenticeship programs for the development and implementation of high school to postsecondary education including registered apprenticeship programs.
Makes appropriate use of the program advisory committee to continually improve the cooperative education program.
Reflects critically upon his or her professional experience, identifies areas for further professional development as part of a professional development plan that is linked to school and district goals and is receptive to suggestions for growth.
Assesses the success of the program annually through aggregate data analysis and evaluation.
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Last Updated: June 24, 2021
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