Teacher Licensure & Education Concentration

ACADEMICS.TL.2

Overview

Educational Theory and Practice courses are available to MIT undergraduate and graduate students interested in teaching and learning. MIT students can enroll in these courses to meet the HASS and CI-H requirements. In addition, The Scheller Teacher Education Program includes a pathway of classes and student-teaching practicum that leads to Massachusetts State Certification in a middle or high school science or mathematics discipline. Wellesley students who are interested in teaching math and science are encouraged to join MIT students in these classes.  Required coursework is listed in the chart below, and additional details for Massachusetts State Teaching Certificate follow. MIT students interested in a teaching license in the Humanities or at the elementary level should contact the program manager for more information about our collaboration with Wellesley College.

If you have questions, contact the program manager, Kristina Heavey.

 

Announcements:

  • Option 1:

    • HASS Concentration (Course 11 – emphasis in education)
    • 11.124 Fall
    • 11.125 Spring
    • 11.127 Spring

Additional requirements:

Massachusetts has 3 levels of teacher licenses – preliminary, initial, and professional. Successfully completing the MIT teacher education program enables one to be eligible for the Initial license (or its equivalent in most other states). Successfully completing the program means the following:

 

  • Pass all necessary teacher education classes (see above for various sequences, but most students complete the 6 classes at MIT)
  • Pass the classes listed in the teaching program plan that meet the subject knowledge requirements
  • Complete the required hours for pre-practicum (50) and practicum (300)
  • Achieve a “Needs Improvement” or “Proficient” on the practicum assessment for all teaching standards
  • Be recommended by the course instructors and program manager
  • Pass the appropriate subject knowledge MTEL exam (there is a fee for this test)
  • Submit all required documents listed in the Student Teaching Placement section and a practicum assessment form
  • Graduate MIT with a bachelor’s degree*

*Note that we welcome MIT graduate students to take the STEP classes and do the student-teaching for experience, but unless the grad student also received his or her bachelor’s degree from MIT, the grad student is not eligible for licensure at this time.

In order to actually receive a Massachusetts** license, the candidate will also need to:

 

  • Pass the MTEL communications/literacy exam (fee)
  • Pay a licensing fee to Massachusetts

**If you are planning to get your license in another state, you will not need to do the above two steps but there may be additional requirements by the state where you want to be licensed.

Students do their student-teaching in the grade level and subject that correspond to the primary area of teaching certification that they would like to obtain upon completion of the program.  Grade levels and subject areas include:

  • Middle School (grades 5-8) Math
  • Middle School (grades 5-8) General Science
  • High School (grades 8-12) Math
  • High School (grades 8-12) Biology
  • High School (grades 8-12) Chemistry
  • High School (grades 8-12) Physics

Students demonstrate subject knowledge in that license area by completing a major, minor, or equivalent in that subject. The requirements are described in detail in links above. Once you’ve decided which subject you would like to seek certification in, please print out and complete the subject matter advising form and get the listed advisor/professor in the appropriate department to sign the form. You should list courses you’ve taken to meet the subject knowledge requirements as well as courses that you still need to take, and which semester/year that you plan to take them. Ideally, students who wish to start student-teaching in September should get the form signed in April that year in order to secure a good student-teaching placement.

Student-teaching is a serious responsibility requiring adequate time commitment, so students should plan to do this during an academic year when they have fewer “tough” classes. During the fall semester, students should expect to spend 5-6 hours per week at their respective placement schools. Student-teachers teach full-time during IAP so should not have any other commitments (part-time jobs, extra-curriculars, classes, UROP, etc.) during that time. Since student-teaching continues part-time into the spring semester, prospective candidates should also plan to take a lighter course load to accommodate the 10-12 hours+travel per week. Typically, students do their student-teaching during their Junior or Senior year.

Looking for a student-teaching placement typically starts April so that ideally, the student-teacher would know his or her school placement before the summer and can start school visits in early September. In order for the placement process to begin, the following documents should be submitted to the program manager:

 

  • Signed teaching program plan (also known as the subject knowledge advising form)
  • Personal statement (1 page) – who you are, what you’re studying and why you are interested in teaching
  • Resume – emphasizing tutoring, teaching, or experiences working with adolescents
  • Written recommendation – from an MIT faculty member who can vouch for your “moral character” – that you’re hard-working, responsible, can be trusted to be a role model for young people – and/or your passion and competence for a subject area (*other people may be eligible to write the recommendation, like a former employer, but check with the program manager)
  • Unofficial copy of your MIT grade report

Updated: January 8, 2015