DRAFT SMK Guidelines May 2015

Proposed Draft Subject Matter Knowledge Guidelines

May 2015

Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu

Proposed Draft Subject Matter Knowledge Requirements 1

Proposed Draft Subject Matter Knowledge Guidelines

Overview

[To Be Written]

Context

[To Be Written]

Audience

[To Be Written]

Proposed Draft Subject Matter Knowledge Requirements 2

Table of Contents

7.06 Subject Matter Knowledge Requirements for Teachers: (the final draft of these Guidelines will include additional subject matter knowledge requirements for licenses included in the current Regulations, 603 CMR 7.00, but for the purposes of this draft document we are only including licenses with proposed revisions)

(5) Early Childhood (PreK-2)…………………………………………………………………………………………………………………4

(7) Elementary (1-6)...... 7

(8) English (5-8, 8-12)…………………………………………………………………………………………………………………..….…10

(17) Mathematics (1-6, 5-8, 8-12)………………………………………………………………………………………………………13

(18) Middle School Humanities (5-8)………………………………………………………………………………….……………...17

(19) Middle School Math/Science (5-8)………………………………….………………………………….………….…………..19

7.07 Specialist Teacher Licenses: (2) Literacy Specialist-Previously Reading Specialist (All Levels)…………………………………….…………….…….21

Proposed Draft Subject Matter Knowledge Requirements 3

7.06: Subject Matter Knowledge Requirements for Teachers

(5) Early Childhood: Teacher of Students With and Without Disabilities (Levels: PreK-2)

(a) The following topics will be addressed on the Foundations of Reading test: 1. Reading theory, research, and practice. a.Knowledge of the significant theories, practices, and programs for developing reading skills and comprehension. b.Principles and research-based instructional practices for developing phonemic awareness, phonics, vocabulary for reading, writing, speaking, and listening, reading fluency, and comprehension from birth to grade 8. b.Phonemic awareness and phonics: principles, knowledge, and instructional practices. c. Diagnosis and assessment of reading skills using standardized, criterion- referenced, and informal assessment instruments. d. Research-based interventions designed to address areas of need identified by assessments. e.Theories, research, and instructional practices for developing reading comprehension in the academic content areas. f. Selection criteria for classroom literary and informational texts (e.g., text complexity, student reading proficiency, curriculum connections, student interest). g.Theories on the relationships between beginning writing and reading. 2. Development of a listening, speaking, and reading vocabulary. 2. Differentiation of literacy instruction. a. Use of data from screening, diagnostic, and formative assessments to identify individual strengths and weaknesses and to inform instruction, grouping, and selection of materials. b. Use of research-based practices for differentiation, including tiered instruction and progress monitoring. 3. Theories on the relationships between beginning writing and reading 4. First and second language acquisition and development. (b) The following topics will be addressed on a test of other subject matter knowledge: 1. English language arts a. Children's literature, inclusive of genres, literary elements, and literary techniques. b. Informational texts, inclusive of elements of non-fiction. c. Practices for developing symbolic representation that supports literacy, including dramatic play, storytelling, constructing, and the arts. d. Emergent writing, including scribbling, drawing and invented spelling. e. Practices for developing skill in using technology appropriately for writing, editing, research, and sharing information.

Proposed Draft Subject Matter Knowledge Requirements 4

2. English language arts a. Children's literature: genres, literary elements, literary techniques, vocabulary demands. b. Approaches and practices for developing skill in using writing tools. c. Writing process and formal elements of writing. 2. Mathematics a. Knowledge of how children develop mathematical concepts from birth through Grade 6. b. Fundamental computation skills and comprehensive, in-depth understanding of mathematics principles and concepts birth through grade 6 in the instruction of the following content: a.i. Counting and Cardinality. a.ii. Operational and Algebraic Thinking. a.iii. Number and Operations. a.iv. Measurement and Data, and a.v. Geometry. c. Research-based instructional practices in mathematics that require students to make sense of problems and persevere in solving them; reason abstractly and quantitatively; construct viable arguments and critique the reasoning of others; model with mathematics; use appropriate tools strategically; attend to precision; look for and make use of structure; look for and express regularity in repeated reasoning. 2.Basic principles and concepts related to PreK-2 grade mathematics in number sense and numeration, patterns and functions, geometry and measurement, and data analysis. 3. Science and Technology/Engineering a. Knowledge of how children develop scientific concepts from birth through grade 6. b. Understand the curricular continuum for principles and concepts related to Science and Technology/Engineering in Earth and Space Sciences; Technology/Engineering; Physical Sciences; and Life Sciences. 3. Basic principles and concepts of the physical and life sciences appropriate to the PreK-2 grades. 4. History/Social Science a. Knowledge of how children develop social science/history concepts from birth through Grade 6. b. Understand the curricular continuum for principles and concepts of PreK-3 history, geography, government, and economics. 4. Basic principles and concepts of history, geography, government, and economics appropriate to the PreK-2 grades. 5. Knowledge of child development and the science of early learning and its connection to curriculum, instruction and assessment. 6. Knowledge of pre-verbal and non-verbal communication, including gestures, sign language, Augmentative and Alternative Communication (AAC) devices.

Proposed Draft Subject Matter Knowledge Requirements 5

5. Knowledge of how to implement developmentally appropriate, research-based instructional and assessment practices, including intentional play and integrated thematic curriculum. 6. Knowledge of tiered instruction, progress monitoring, and selection of diverse instructional materials. 7. Basic theories of cognitive, social, physical, language, and emotional development in children and adolescents, including learning through play, as they apply to children with and without disabilities. 7. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs). a. Knowledge of characteristics of children with disabilities. i. Theories of language development and the effects of disabilities on learning. ii. Knowledge of how to design or modify curriculum, instructional materials, and classroom environments for students with disabilities. iii. Knowledge of ways to support students with disabilities in the general education classroom, i.e., use of behavioral management principles. b. Knowledge of Individual Family Service Plans (IFSP) and the transition process to an Individualized Education Program (IEP) c. Knowledge of the pre-referral and referral processes. d. Knowledge of legislation, federal and state regulations pertaining to special education. e. Knowledge of services provided by community and state agencies that support children with disabilities and their families. f. Knowledge of techniques for incorporating IEPs in curriculum planning. 8. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).

(c) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: 1. Application of key theories to learning and development in the domains of: a. Social-emotional development. b. Language and communication development. c. Approaches to learning and play. d. Physical development and well-being. e. Cognitive development and general knowledge for children. 2. Visual and Performing Arts a. Knowledge of the key principles and concepts in the arts appropriate to birth through grade 3. b. Knowledge of curriculum, instruction and assessment in arts education informed by child development and the science of early learning. c. Knowledge and application of the arts and its integration across all curricular areas.

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3. Health a. Knowledge of the key principles and concepts in the health, motor development and physical education appropriate to the birth through grade 3. b. Knowledge and application of health, motor development and physical education and its integration across all curricular areas.

(c) Topics in basic principles and concepts of the arts, health, and physical education appropriate to the PreK-2 grades shall be included in an approved program but will not be addressed on a written test of subject matter knowledge.

(7) Elementary (Levels: 1-6) (a) The following topics will be addressed on the Foundations of Reading test: 1. Reading theory, research, and practice. a.Knowledge of the significant theories, practices, and programs for developing reading skills and comprehension. b.Principles and research-based instructional practices for developing phonemic awareness, phonics, vocabulary for reading, writing, speaking, and listening, reading fluency, and comprehension from birth to grade 8. b. Phonemic awareness and phonics: principles, knowledge, and instructional practices. c. Diagnosis and assessment of reading skills using standardized, criterion- referenced, and informal assessment instruments. d. Research-based interventions designed to address areas of need identified by assessments. e.Theories, research, and instructional practices for developing reading comprehension in the academic content areas. f. Selection criteria for classroom literary and informational texts (e.g., text complexity, student reading proficiency, curriculum connections, student interest). g.Theories on the relationships between beginning writing and reading. 3. Development of a listening, speaking, and reading vocabulary. 2. Differentiation of literacy instruction. a. Use of data from screening, diagnostic, and formative assessments to identify individual strengths and weaknesses and to inform instruction, grouping, and selection of materials. b. Use of research-based practices for differentiation, including tiered instruction and progress monitoring. 4. Theories on the relationships between beginning writing and reading. 5. First and second language acquisition and development.

(b) The following topics will be addressed on the General Curriculum test: 1. English. a. Children’s and young adult literature and informational texts.

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a. Children's and young adult literature. b. Genres, literary elements, and literary techniques. b. Adult literature, classical and contemporary works. c. Research-based instructional practices for developing skill in using technology (including alternative communications technology). d. History and structure of the English language, conventions of Standard English, and vocabulary development using knowledge of Greek/Latin roots. d. Nature, history, and structure of the English language: lexicon and grammar. e. Research-based instructional practices for writing opinions, arguments, explanations, and narratives. e. Approaches and practices for developing skill in using writing tools. f. The writing process and formal elements of writing and composition. 2. Mathematics. a. Fundamental computation skills and comprehensive, in-depth understanding of the following content for grades 1 through 6: a.i. Operations and Algebraic Thinking a.ii. Number and Operations-Fractions a.iii. The Number System a.iv. Ratios and Proportional Relationships a.v. Number and Operations in Base Ten a.vi. Geometry a.vii. Measurement and Data a. Basic principles and concepts important for teaching elementary school mathematics in the following areas: a.i. Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.). a.ii. Functions and algebra. a.iii. Geometry and measurement. a.iv. Statistics and probability. b. Fundamental computation skills and comprehensive, in-depth understanding of the following content for grades 7 and 8: b.i. Number system b.ii. Geometry b.iii. Functions b.iv. Statistics and Probability b.v. Ratios and Proportional Relationships b.vi. Expressions and Equations b. Candidates shall demonstrate that they possess both fundamental computation skills and comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only that they know how to do elementary mathematics, but that they understand and can explain to students, in multiple ways, why it makes sense.

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c. Research-based instructional practices in mathematics that require students to make sense of problems and persevere in solving them; reason abstractly and quantitatively; construct viable arguments and critique the reasoning of others; model with mathematics; use appropriate tools strategically; attend to precision; look for and make use of structure; look for and express regularity in repeated reasoning. d. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue guidelines for the scope and depth of knowledge expected in mathematics, described in 603 CMR 7.06 (7) (b) 2 a. and b. 3. History and Social Science. a. Major developments and figures in Massachusetts and U.S. history from colonial times to the present. b. Major developments and figures in world history, with stress on Western civilization. c. Basic economic principles and concepts. d. Basic geographical principles and concepts. e. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development. 4. Science and Technology/Engineering. a. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum. b. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum. c. Principles and procedures of scientific inquiry. d. History of major scientific and technological discoveries or inventions. e. Safety issues related to science investigations. (c) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: 1. PreK-K math domains and associated vocabulary, and how they relate and connect to grade 1-6 mathematics. 2. Science laboratory work. 3. Child development. a. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence. b. Characteristics and instructional implications of moderately and severely disabling conditions. c. Knowledge of developing literacy and language through intentional play and cooperative group work. 5. Basic principles and concepts in each of the visual and performing arts (visual art, music, drama/theater, dance).

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6. Basic principles and practices in physical education. 7. Basic principles and practices related to personal and family health.

(8) English (Levels: 5-8; 8-12)

(a) Literature.

1. American Literature from the 17th-21st centuries that represents a diverse range of American perspectives (e.g. , texts from the Colonial Period, the Revolutionary Period; American Romanticism, Transcendentalism, the Civil War, the Harlem Renaissance, Modernism, and Post-Modernism). 1.American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, and drama from the early 20th century to the present. 2. American cultural, historical, and political documents of the 17th-20th centuries (e.g., the Declaration of Independence, the Constitution, the Gettysburg Address; Elizabeth Cady Stanton’s Seneca Falls speech on women’s rights; Frederick Douglass’ Fourth of July Speech, Franklin D. Roosevelt’s Four Freedoms speech). 2. World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic Period, the Victorian Period, and the 20th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales. 3. British Literature including Anglo-Saxon and Medieval, the English Renaissance, Elizabethan, Restoration/Enlightenment, Romanticism, Victorian, Modernism, and Contemporary. 4. World literature from European countries, Latin America, Africa, and Asia. 5. Texts from world religions, Ancient Greek and Roman literature, and world myths and folktales. 6. Significant young adult literary and informational texts. 7. Characteristics of the different genres of literature. (Numbering changed, original text retained) 8. Various schools of literary criticism. (Numbering changed, original text retained) (b) Language. 1. Historical and current influences on the development of the English language. 1. History and structure of the English language. 2. Rules and conventions of standard written and spoken English.

2. Knowledge of the rules and conventions of standard written and spoken English.

3. Figurative language, word relationships, and nuances in word meanings.

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4. Techniques used to analyze text structure including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the whole.

5. The distinction between general academic and domain-specific vocabulary and techniques for vocabulary acquisition through context and word study.

(c) Rhetoric and composition. 1. Principles of classical, modern, and contemporary rhetoric, as well as rhetorical strategies including the impact of structure or of other elements of author’s craft (e.g. word choices, word placement, genre, organization and development of ideas, and use of multimedia sources). 1. Principles of classical rhetoric. 2. Modern and contemporary theories of rhetoric. 2. Speaking and listening techniques to be used in a variety of contexts (e.g. public speaking, critical listening, responding to messages, evaluation of varied techniques of speakers). 3. Similarities and differences between oral and written communication. 3. Characteristics and traits of effective narrative, explanatory, and opinion/argument writing. 4. The writing process: planning, drafting, revising, editing, rewriting, citing sources, and publishing; application of the writing process for on-demand and extended-time writing. 5. Knowledge of how to apply a broad range of technological tools to enhance writing and content learning (e.g. multimedia presentations, online platforms, communication in distance learning environments, collaborative writing, research). (d) Reading theory, research, and practice at the middle and high school level. 1. Knowledge of the significant theories, practices, and programs for adolescent language and literacy development.

2. Knowledge of techniques for giving written and oral feedback that lead to student growth in writing.

3. Knowledge of techniques for facilitating effective text-based discussions.

4. Knowledge of the characteristics of reading and language-based learning disabilities and of the research-based strategies for addressing these disabilities in the general education classroom.

(e) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: 1. Knowledge of cognitive and social emotional development, and their relationship to academic development in literacy.

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2. Knowledge of how to identify, administer, interpret, and act upon appropriate data from informal, standardized, and norm-referenced literacy assessments for determining student strengths, weaknesses (including possible delays and disabilities), and growth; knowledge of using data to inform instruction and grouping for intervention.

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(17) Mathematics (Levels: 1-6; 5-8; 8-12) (a) The following topics will be addressed on a subject matter knowledge test for the 1-6 level: 1. Fundamental computation skills and comprehensive, in-depth understanding of the following content for grades 1-8 mathematics: 1.a. Operations and Algebraic Thinking 1.b.Number and Operations-Fractions 1.c. The Number System 1.d.Ratios and Proportional Relationships 1.e. Number and Operations in Base Ten 1.f. Geometry 1.g. Measurement and Data 1.h.Functions 1.i. Statistics and Probability 1.j. Expressions and Equations 2. Knowledge of the following Conceptual Categories for grades 9-12: a. Number and Quantity i. Properties of real numbers b. Algebra i. Structure of expressions ii. Creating equations iii. Reasoning with equations and inequalities c. Functions i. Interpreting functions ii. Building functions iii. Linear, quadratic, and exponential models 3. Research-based instructional practices in mathematics that require students to make sense of problems and persevere in solving them; reason abstractly and quantitatively; construct viable arguments and critique the reasoning of others; model with mathematics; use appropriate tools strategically; attend to precision; look for and make use of structure; look for and express regularity in repeated reasoning. (a) The following topics will be addressed on a subject matter knowledge test for the 1-6 level: 1. Basic principles and concepts related to elementary school mathematics in the areas of number sense and numeration, patterns and functions, geometry and measurement, and data analysis. 2. Algebra. 3. Euclidean geometry. 4. The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: 2.a. PreK-K math domains and associated vocabulary and how they relate and connect to grade 1-6 mathematics.

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(b) The following topics will be addressed on a subject matter knowledge test for the 5-8 level: 1. Fundamental skills and comprehensive conceptual understanding of all of the following grade 5-8 content domains: a. Operations and Algebraic Thinking b. Number and Operations in Base Ten c. Number and Operations Fractions d. The Number System e. Ratios and Proportional Relationships f. Expressions and Equations g. Functions h. Measurement and Data i. Geometry j. Statistics and Probability 2. Knowledge in these specific topics, drawn from the grades 9-12 conceptual categories: a. Number and Quantity b. Properties of real numbers c. Basic operations with complex numbers d. Algebra i. Structure of expressions ii. Arithmetic with polynomials and rational expressions iii. Creating equations iv. Reasoning with equations and inequalities e. Functions f. Interpret and build functions g. Linear, quadratic, exponential and trigonometric functions h. Geometry i. Congruence and similarity j. Circles, right triangles and trigonometry k. Geometric measurement and dimension l. Statistics and Probability i. Representing and interpreting data ii. Rules of probability iii. Using data/probability to justify decisions m. Introductory Calculus i. Differentiation/Integration ii. The notion of a limit 3. Research-based instructional practices in mathematics that require students to make sense of problems and persevere in solving them; reason abstractly and

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quantitatively; construct viable arguments and critique the reasoning of others; model with mathematics; use appropriate tools strategically; attend to precision; look for and make use of structure; look for and express regularity in repeated reasoning.

5. The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: a. PreK-4 and 9-12 math content and associated vocabulary. b. Knowledge of the theories, practices, and programs for adolescent development in mathematics. c. Knowledge of cognitive and social emotional development, and their relationship to academic development in mathematics d. Knowledge of how to identify, administer, interpret, and act upon appropriate informal, standardized, and norm-referenced math assessments for determining student strengths, weaknesses (including possible delays and disabilities), and growth; knowledge of using data to inform instruction and grouping for intervention. e. Knowledge of literacy strategies for instruction and assessment in the math content area, including reading, writing, and communicating.

(b) The following topics will be addressed on a subject matter knowledge test for the 5-8 level: 1. Algebra. 2. Euclidean geometry. 3. Trigonometry. 4. Discrete/finite mathematics. 5. Introductory calculus through integration. 6. History of mathematics. (c) The topics set forth in 603 CMR 7.06 (17) (b) and the following topics will be addressed on a subject matter knowledge test for the 8-12 level: 1. Fundamental skills and comprehensive conceptual understanding of mathematics a. Grade 8: i. The Number System ii. Expressions and Equations iii. Functions iv. Geometry v. Statistics and Probability b. Grades 9-12: i. Numbers and Quantity ii. Algebra iii. Functions

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iv. Geometry v. Statistics and Probability 2. Additional Topics a. Linear Algebra and Abstract Algebra b. Spherical Geometry and 3-Dimensional Analytic Geometry c. Calculus including Series, Multi-Variable Calculus and introductory topics of Differential equations d. Discrete Mathematics, including combinatorics, set theory, recursion, and graph theory e. Applications of mathematics and analytical modeling f. Statistical Methods including experimental design, hypothesis testing, and confidence intervals 4. The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: a. The grades 5-7 math domains and associated vocabulary and how they relate and/or connect to grade 8-12 mathematics. b. Knowledge of the significant theories, practices, and programs for adolescent development in mathematics. c. Knowledge of cognitive and social emotional development, and their relationship to academic development in mathematics. d. Knowledge of how to identify, administer, interpret, and act upon appropriate informal, standardized, and norm-referenced math assessments for determining student strengths, weaknesses (including possible delays and disabilities), and growth; knowledge of using data to inform instruction and grouping for intervention.

e. Knowledge of literacy strategies for instruction and assessment in the math content area, including reading, writing, and communicating.

(c) The topics set forth in 603 CMR 7.06 (17) (b) and the following topics will be addressed on a subject matter knowledge test for the 8-12 level: 1. Abstract algebra. 2. Number theory. 3. Calculus through differential equations. 4. Probability and statistics. 5. Non-Euclidean and transformational geometries. 6. Applied mathematics or mathematics modeling.

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(18) Middle School: Humanities (English and History) (Levels: 5-8)

(a) English 1. Literature. a. American Literature from the 17th-21st centuries that represents a diverse range of American perspectives (e.g. , texts from the Colonial Period, the Revolutionary Period; American Romanticism, Transcendentalism, the Civil War, the Harlem Renaissance, Modernism, and Post-Modernism). a.i. American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, and drama from the early 20th century to the present. b. Significant American cultural, historical, and political documents of the 17th-20th centuries (e.g., the Declaration of Independence, the Constitution, the Gettysburg Address; Elizabeth Cady Stanton’s Seneca Falls speech on women’s rights; Frederick Douglass’ Fourth of July Speech, Franklin D. Roosevelt’s Four Freedoms speech). c. World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic Period, the Victorian Period, and the 20th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales. d. British Literature including Anglo-Saxon and Medieval, the English Renaissance, Elizabethan, Restoration/Enlightenment, Romanticism, Victorian, Modernism, and Contemporary. e. A broad range of world literature from European countries, Latin America, Africa, and Asia. f. Texts from world religions, Ancient Greek and Roman literature, and world myths and folktales. g. Significant young adult literary and informational texts. h. Various schools of literary criticism. (Numbering changed, original text retained) 2. Language. a. Important historical and current influences on the development of the English language. a.i. History and structure of the English language. b. Rules and conventions of standard written and spoken English. c. Knowledge of the rules and conventions of standard written and spoken English. d. Figurative language, word relationships, and nuances in word meanings. e. Techniques used to analyze text structure including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the whole.

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f. The distinction between general academic and domain-specific vocabulary and techniques for vocabulary acquisition through context and word study.

3. Rhetoric and composition. a. Principles of classical, modern, and contemporary rhetoric, as well as rhetorical strategies including the impact of structure or of other elements of author’s craft (e.g. word choices, word placement, genre, organization and development of ideas, and use of multimedia sources). 1. Principles of classical rhetoric. 2. Modern and contemporary theories of rhetoric. b. Speaking and listening techniques to be used in a variety of contexts (e.g. public speaking, critical listening, responding to messages, evaluation of varied techniques of speakers). 3. Similarities and differences between oral and written communication. c. Characteristics and traits of effective narrative, explanatory, and opinion/argument writing. d. The writing process: planning, drafting, revising, editing, rewriting, citing sources, and publishing; application of the writing process for on-demand and extended-time writing. e. Knowledge of how to apply a broad range of technological tools to enhance writing and content learning (e.g. multimedia presentations, online platforms, communication in distance learning environments, collaborative writing, research).

(b) History. 1. United States History: indigenous people of North America; European settlements and colonies; the American Revolution; expansion, reform, and economic growth of the United States up to the Civil War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and technological progress; the two World Wars; and the United States from 1945 to the present. 2. World History: human beginnings and early civilizations (Africa, Mesopotamia, Phoenicia, Egypt, India, China); roots of Western Civilization (Israel, Greece, Rome); English and Western European history; Renaissance and the age of exploration; age of revolutionary change in Europe; development of Asia, Africa, and South America; the world in the era of two World Wars; and the world from 1945 to the present. 3. Geography. a. Major physical features of the world. b. Key concepts of geography and its effects on various peoples. 4. Economics. a. Fundamental economic concepts and economic reasoning. b. American economic history.

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5. Government: Principles of American government and the founding documents of the United States. 6. Methods and Sources for Research in History. (c) Reading theory, research, and practice at the middle school level. 1. Knowledge of the significant theories, practices, and programs for adolescent language and literacy development.

2. Knowledge of techniques for giving written and oral feedback that lead to student growth in writing.

3. Knowledge of techniques for facilitating effective text-based discussions.

4. Knowledge of the characteristics of reading and language-based learning disabilities and of the research-based strategies for addressing these disabilities in the general education classroom.

(c) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: 1. Knowledge of cognitive and social emotional development, and their relationship to academic development in literacy.

(19) Middle School: Mathematics/Science (Levels: 5-8) (a) General Science. 1. Intermediate knowledge of biology, chemistry, physics, earth/space science, and related mathematics. 2. History and philosophy of science. 3. Methods of research in the sciences, including laboratory techniques and the use of computers. (b) Mathematics. 1. Fundamental skills and comprehensive conceptual understanding of all of the following grade 5-8 content domains: a. Operations and Algebraic Thinking b. Number and Operations in Base Ten c. Number and Operations Fractions d. The Number System e. Ratios and Proportional Relationships

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f. Expressions and Equations g. Functions h. Measurement and Data i. Geometry j. Statistics and Probability 2. Knowledge in these specific topics, drawn from the grades 9-12 conceptual categories: a. Number and Quantity b. Properties of real numbers c. Basic operations with complex numbers d. Algebra i. Structure of expressions ii. Arithmetic with polynomials and rational expressions iii. Creating equations iv. Reasoning with equations and inequalities e. Functions i. Interpret and build functions ii. Linear, quadratic, exponential and trigonometric functions f. Geometry g. Congruence and similarity h. Circles, right triangles and trigonometry i. Geometric measurement and dimension j. Statistics and Probability i. Representing and interpreting data ii. Rules of probability iii. Using data/probability to justify decisions k. Introductory Calculus i. Differentiation/Integration ii. The notion of a limit 3. Research-based instructional practices in mathematics that require students to make sense of problems and persevere in solving them; reason abstractly and quantitatively; construct viable arguments and critique the reasoning of others; model with mathematics; use appropriate tools strategically; attend to precision; look for and make use of structure; look for and express regularity in repeated reasoning. (b) Mathematics. 1. Algebra. 2. Euclidean geometry. 3. Trigonometry.

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4. Discrete/finite mathematics. 5. Introductory calculus through integration. 6. History of mathematics. (c) Reading theory, research, and practice at the middle school level. (d) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: 1. PreK-4 and 9-12 math and science content and associated vocabulary. 2. Knowledge of the theories, practices, and programs for adolescent development in mathematics. 3. Knowledge of cognitive and social emotional development, and their relationship to academic development in mathematics. 4. Knowledge of how to identify, administer, interpret, and act upon appropriate informal, standardized, and norm-referenced math assessments for determining student strengths, weaknesses (including possible delays and disabilities), and growth; knowledge of using data to inform instruction and grouping for intervention. 5. Knowledge of literacy strategies for instruction and assessment in the math content area, including reading, writing, and communicating.

7.07: Specialist Teacher Licenses

(2) Reading Literacy (Levels: All) (a) Initial License. 1. Prerequisite: At least an Initial teaching license and at least one year of experience under that license. 2. Completion of an approved educator preparation program for the Initial license as set forth in 603 CMR 7.03 (2) (a). 3. The following topics will be addressed on the test of subject matter knowledge: a. Knowledge of the significant theories, practices, and programs for developing reading, writing, and communication proficiency. a. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension. a.b. Phonemic awareness, phonics, vocabulary, fluency, comprehension, and higher order thinking skills: principles, knowledge, applications, and research-based practices. b. Phonemic awareness and phonics: principles, knowledge, and instructional practices. a.c. Conventions and composition of argumentative, informational, and narrative writing. a.d. Effective communication for reading, writing, speaking, and listening.

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a.e. History and structure of the English language and vocabulary. b. History and nature of English vocabulary and of English-language dialects; development of vocabulary knowledge. f. Theories, research, and instructional practices for language and literacy in the academic disciplines for grades K-3 and 4-12. d. Theories, research, and practices for reading instruction in the academic disciplines. g. Selection and use of appropriate programs, materials, and technology for language and literacy instruction. h. Knowledge of, and selection criteria for, literature and informational text for children and adolescents, based on text complexity and student reading proficiency. f. Knowledge of, and selection criteria for, literature and informational books for children and adolescents i. Knowledge of the characteristics of reading disabilities, writing disabilities and language–based learning disabilities and research-based strategies to address them in the general education classroom. j. Differentiation of literacy instruction a.i. Knowledge of how to identify, administer, interpret, and act upon appropriate informal, standardized, and norm-referenced reading and writing assessments for determining student strengths, weaknesses (including possible delays and disabilities), and growth. a.ii. Research-based language/literacy practices. a.iii. Tiered instruction. a.iv. Selection of supplemental literacy and language materials and formative assessments. a.v. Use of data to inform instruction and intervention grouping. a.vi. Theories of first and second language acquisition and development and related research-based instruction and assessment practices. a.vii. Differentiation among language differences, dialects, and disabilities. h. Screening and diagnostic instruments, their administration and use for determining student strengths and weaknesses. i. Knowledge and use of a variety of informal and formal reading assessments. j. Second language acquisition and its relationship to literacy learning. k. Child and adolescent development and the timing of formal reading instruction. j.i. Language and literacy development in children birth to age 8 and its effect on later academic achievement. j.ii. Cognitive development and its relationship to language/literacy development. j.iii. Social emotional development and its relationship to language and literacy development. j.iv. Culture and its relationship to language and literacy development. l. Cognitive development in adolescence and its relationship to reading instruction.

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l. Principles and practices for writing instruction, including the relationship to reading. l. Approaches and practices for writing instruction, including assessment of writing skills and their relationship to reading. j. Methods to support classroom teachers, paraprofessionals and tutors in the improvement of language and literacy instruction, including coaching, consultation techniques and professional development. 4. The following topics will not be tested on the test of subject matter knowledge but should be addressed in the educator preparation programs: a.Knowledge of methods to support classroom teachers, paraprofessionals, administrators, and tutors in the improvement of language and literacy instruction and assessment, including coaching models, consultation techniques, and characteristics of effective professional development in literacy. b.Knowledge of adult learning theories and relevant research about organizational change, professional development, and school culture. a.i.i. Facilitating teams. a.i.ii. Leading collaborative groups. a.i.iii. Designing, implementing, and evaluating professional development. a.i.iv. Designing, reviewing, implementing, and evaluating research- based curricula. c. Knowledge of how to communicate to various stakeholders (e.g., parents/families, administrators, teachers, paraprofessionals, etc.) about assessment findings and research-based recommendations and practices for language/literacy supports at home and in school.

Timeline for Implementation

[To Be Determined]

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