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HQT Definition for New Secondary School Teachers
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Massachusetts middle and secondary school teachers must possess a valid Massachusetts teaching license at either the preliminary, initial, or professional level (formerly known as the provisional, provisional with advanced standing, and standard level) AND demonstrate subject matter competence in each of the areas they are teaching through one of the following:
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Passing the Massachusetts Test for Educator Licensure (MTEL) appropriate Subject Matter Test;
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Completion of an appropriate academic major;
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Completion of an appropriate graduate degree;
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Completion of comparable coursework equivalent to an undergraduate academic major;
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Advanced certification or credentialing.
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HQT Definition for Existing Secondary Teachers
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Massachusetts middle and secondary school teachers must possess a valid Massachusetts teaching license at either the preliminary, initial, or professional level (formerly known as the provisional, provisional with advanced standing, and standard level) AND demonstrate subject matter competence in each of the areas they are teaching through one of the following:
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Passing the Massachusetts Test for Educator Licensure (MTEL) appropriate Subject Matter Test;
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Completion of an appropriate academic major;
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Completion of an appropriate graduate degree;
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Completion of comparable coursework equivalent to an undergraduate academic major;
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Advanced certification or credentialing; or,
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Massachusetts High Objective Uniform State Standard of Evaluation (HOUSSE) - (an approved Individual Professional Development Plan (IPDP) aligned with HOUSSE requirements.)
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Secondary HOUSSE Text
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Massachusetts High Objective Uniform State Standard of Evaluation (MA HOUSSE)
Veteran educators, who have not demonstrated subject matter competency through the Massachusetts Test for Educator Licensure (MTEL) or other options defined in NCLB, may demonstrate subject matter competency through an approved Individual Professional Development Plan (IPDP). Educators must align their IPDP with school and district improvement goals, complete eligible professional development programs and activities designed to support and increase student learning, and demonstrate proficiency through an end-of-course assessment or product.
Teachers who want to use the HOUSSE option need to have an approved individual professional development plan that has a total of 120 PDPs in it; 80% of those PDPs (96 PDPs) need to be focused on the content or pedagogy related to the content of the core academic subject or subjects that the teacher is teaching.
Eligible Professional Development Activities
Undergraduate and Graduate Courses, Seminars or Institutes: Upper-level (except where otherwise noted) or equivalent or lower-level undergraduate course, 1 semester hour = 15 PDPs; Upper-level undergraduate course or approved equivalent (only when substantially new to the educator), 1 semester hour = 22.5 PDPs; Graduate-level course or approved equivalent, 1 semester hour = 22.5 PDPs. Audited Courses - Undergraduate or graduate course or equivalent audits, 1 semester hour = 7.5 PDPs
Instructor of a Graduate-level Course or Approved Equivalent for Educators
Department-Sponsored Initiatives: The Department of Education will offer 1.5 PDPs per clock hour for professional development programs it sponsors that: total at least 10 hours; include a product or pre- and post-content assessment; and include a follow-up component.
Initiatives sponsored by Districts, Collaboratives or Registered Providers: Educators who participate in school- and district-based inservice programs that focus on strengthening professional knowledge and skills in content areas are eligible to receive 1 PDP per clock hour.
Activities included (and maximum points per year): Mentoring, 15 PDPs from districts that have submitted a mentoring plan to the Department of Education; Peer Coaching, 15 PDPs; Peer Assistance and Review Programs, 15 PDPs; Cooperating Teacher, 15 PDPs; National Board of Professional Teaching Standards, 120 PDPs for successful completion. Team for Accreditation or Inspection Team activities: Team member, 30 PDPs in five year cycle; School faculty member preparing for visit, 30 PDPs in five year cycle.
Educator-Designed Activities: Educators may earn PDPs from a district, collaborative or registered provider through an educator designed professional development activity that results in a professional product.
Professional Conference : While PDPs are not awarded for attendance at a professional conference, educators are eligible to receive 30 PDPs from the sponsoring organization for the first time they make a presentation at a professional conference in a five-year cycle.
School-Based Activity: Educators may earn PDPs from a district, collaborative or registered provider for developing and implementing an activity for students, parents or teachers that incorporates the learning standards of the curriculum frameworks. Educators may earn 1 PDP per clock hour with a maximum of 30 points in all in a five-year cycle when the school-based activity is distributed or implemented within a local school, district or university. Educators may count PDPs from school-based activities toward content requirements when the activity is directly related to the subject area of the IPDP.
Presenters/Trainers: Teachers who develop and present professional development sessions or courses that are given at the graduate level and that focus on strengthening content knowledge and skills are eligible to receive PDPs. Registered professional development providers, school districts and collaboratives, and institutions of higher education may grant trainers, presenters and instructors twice the number of PDPs granted to participants. These points may be counted the first time the training is provided in a five-year cycle.
Curriculum Development: Educators who author a new curriculum unit that is published in a school or district guide or formally shared in other ways, including software, student text book or professional resource may earn, from a district, collaborative or registered provider, 15 points per curriculum unit and may accrue up to 60 points in five years.
Published Written Materials: Doctoral dissertation, 90 PDPs in five years; Master’s or CAGS thesis, 45 PDPs in five years; Book(s), 90 PDPs per book; Professional journal articles or chapters in a professional book, 30 PDPs per chapter or article in a book or journal; Published results of action research, 30 PDPs in five years.
Continuing Education Credits: Courses provided by professional development providers that meet specific standards are often measured in Continuing Education Units (CEUs) as defined by the International Association for Continuing Education. CEU = 10 PDPs
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Secondary HOUSSE Evaluation Process
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Professional Development Points
Professional development points may be earned in the following ways:
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PDPs may be awarded by registered providers to educators who complete a professional development activity and demonstrate proficiency in the relevant subject area or skill through an appropriate end-of-course assessment that satisfies Department guidelines.
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PDPs may be awarded by, or under the auspices of, the Department, school districts or educational collaboratives upon an educator’s completion and demonstration of proficiency in the relevant subject area or skill through an appropriate end-of-course assessment that satisfies Department guidelines.
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Educators may accrue PDPs through an educator-designed professional development activity that satisfies Department guidelines for the demonstration of learning in the relevant content or skill area.
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