Candidates 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. 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. History and Social Science. Major developments and figures in Massachusetts and U.S. history from colonial times to the present. Major developments and figures in world history, with stress on Western civilization. economic principles and concepts. Basic geographical principles and concepts. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development. Science and Technology/Engineering. principles and concepts of the life sciences appropriate to the elementary school curriculum. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum. Principles and procedures of scientific inquiry. History of scientific and technological discoveries or inventions. Safety issues related to science investigations. (b) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: Theories of language acquisition for American Sign Language (ASL) and English in hearing and deaf and hard-of-hearing children. Theories on the relationship between ASL and the English language. Similarities and differences in the linguistic structure of ASL and English. Benefits and limitations of ASL, spoken English, and printed English for learning, and the instructional strategies for using them. Knowledge of how deaf people live their daily lives. Historical and current developments in deaf education in the United States and other countries. Features of family support and services. Similarities and differences between hearing and deaf and hard-of-hearing students in emotional, social, and intellectual development. Ways to prepare deaf and hard-of-hearing students for classrooms ranging from general education classrooms to schools for the deaf and hard of hearing. Design or modification of the curriculum and instructional materials for the deaf and Modifications of theories of reading for hearing children necessary for the learning of reading by deaf and hard-of-hearing children. General and specific effects of hearing loss upon the production of speech and the reception of speech and other sounds.
Candidates 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. 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. History and Social Science. Major developments and figures in Massachusetts and U.S. history from colonial times to the present. Major developments and figures in world history, with stress on Western civilization. economic principles and concepts. Basic geographical principles and concepts. U.S. political principles, ideals, founding documents, institutions, and processes, their history and development. Science and Technology/Engineering. principles and concepts of the life sciences appropriate to the elementary school curriculum. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum. Principles and procedures of scientific inquiry. History of scientific and technological discoveries or inventions. Safety issues related to science investigations. (b) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: Theories of language acquisition for American Sign Language (ASL) and English in hearing and deaf and hard-of-hearing children. Theories on the relationship between ASL and the English language. Similarities and differences in the linguistic structure of ASL and English. Benefits and limitations of ASL, spoken English, and printed English for learning, and the instructional strategies for using them. Knowledge of how deaf people live their daily lives. Historical and current developments in deaf education in the United States and other countries. Features of family support and services. Similarities and differences between hearing and deaf and hard-of-hearing students in emotional, social, and intellectual development. Ways to prepare deaf and hard-of-hearing students for classrooms ranging from general education classrooms to schools for the deaf and hard of hearing. Design or modification of the curriculum and instructional materials for the deaf and Modifications of theories of reading for hearing children necessary for the learning of reading by deaf and hard-of-hearing children. General and specific effects of hearing loss upon the production of speech and the reception of speech and other sounds.
smk-requirements-reg-v-may-2016.docx