Student Information

Initial Certification Information

Pre-Practicum and Practicum Policies

All candidates are required to complete a pre-practicum and practicum, and must register for each in a timely fashion. Policies and timelines may be found in the accompanying document.

Criminal Offender Record Information (CORI) Policy

Please note that Massachusetts General Law (M.G.L. c. 71, requires that school districts conduct background checks through a Criminal Offender Record Investigation (CORI) for school personnel, including volunteers and student teachers, who may have direct and unsupervised contact with children. Certain convictions may prevent an individual from completing a teaching practicum in a Massachusetts school district. Further, it should be noted that the Massachusetts Department of Education may conduct CORI checks "as part of the general screening process for educator licensure". Read the CORI Policy online.

The University of Massachusetts Lowell's CORI policy

Prior to working with children as part of your coursework, the school district and/or the university will require you to submit paperwork for a CORI check. School districts may refuse to allow a student to complete field and clinical experiences if certain offences are revealed. These circumstances may result in the student being unable to complete a teacher preparation degree program at the University of Massachusetts Lowell.

Technical Standards for Teaching

The following guidelines have been developed to specify the essential functions students must demonstrate in order to fulfill the requirements for becoming a teacher, a specialist or a principal at the Graduate School of Education.

Expected Abilities:

The student will be able to thoroughly, efficiently, and reliably:
  1. Recall, interpret, synthesize, evaluate and then apply information from written, verbal and illustrated materials.
  2. Implement the teaching and learning process through recall, application of best teaching practices interpretation, calculation, reassessment, analysis, judgement and synthesis.
  3. Identify and communicate the limits of their knowledge to others when appropriate.
  4. Incorporate new information from students, peers, teachers and relevant literature.

The student will be able to:
  1. Communicate in English effectively and sensitivity with faculty, staff, students, parents and partners in the field.
  2. Be aware of and appropriately react to one's own immediate emotional response.
  3. Accept appropriate feedback and if, necessary, respond by modification of behavior.
  4. Develop professional relationships, providing comfort and reassurance when appropriate, while protecting confidentiality.
  5. Possess ability to function effectively under stress.
  6. Recognize and interpret verbal and non-verbal cues.
  7. Complete reading assignments and search and evaluate the literature.  
  8. Complete written records.
  9. Demonstrate the use of professional communication, such as attending, clarifying, coaching, fascilitating and responding professionally.

The student will be able to:
  1. Observe demonstrations and participate in fieldwork in local schools and other educational settings.
  2. Observe a student at a distance and close at hand, assessing academic and social needs.
  3. Detect and identify subtle changes in student behavior in order to manage the learning environment and to provide students with appropriate services.
  4. Use instructional technology such as personal computers, ipads, data projectors, calcualtors, smartboard and remote controls.
  5. Have sufficient sensory and motor function to move around a classroom and interact with students.
  6. Respond promptly to students' academic and social/emotional needs.
  7. Have the capacity to work effectively in the student clinical role for up to 8 hours in a local school.