- •Contents
- •Введение
- •Introduction
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •If you are looking for a career that will … and excite you. If you want to make a real difference in the lives of children. If you are ready to make an … on the future. Then New York needs you!
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Teacher certification from start to finish
- •In groups of two or three read the following texts, discuss them, and report back to the class on your major conclusions in order to make a procedure of teacher certification complete.
- •Applicants for Certification
- •II. Certification Summary: Types of Certificates and Licenses
- •Requirements for Certification in Specific Subject Titles
- •IV. Ways to Obtain Teacher Certification. Applying for a certificate
- •1. Say what you’ve learned from the texts about:
- •2. Decide if the following statements are true or false, and circle either the t or f. If the statement is false, write the correct answer in the space provided.
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. About the nystce
- •II. Teacher Certification Examinations: Program Overview
- •III. Citizenship/Residency Requirement
- •Say what you’ve learned from the texts about:
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Last Framework & Objective
- •II. Last Preparation Techniques & Test-Taking Strategies
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Reading Review
- •II. Writing Review. Written Analysis and Expression
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Mathematics Test Strategies
- •II. Mathematics Review
- •Integers
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Biology Review
- •Vocabulary practice
- •Vocabulary enrichment
- •II. Geosciences Review
- •Vocabulary practice
- •Vocabulary enrichment
- •III. Physical Sciences Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Industrialization of America
- •I. United States History and Humanities Review
- •Industrialization of america
- •Vocabulary practice
- •Vocabulary enrichment
- •II. World History Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Visual and performing arts
- •Vocabulary enrichment
- •Visual and Performing Arts Terms Review
- •I. Visual Arts Review
- •II. Performing Arts Review
- •Vocabulary practice
- •Visual and performing arts practice items
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Interpretation
- •I. Literature Review
- •II. Communication Review
- •Information sources
- •Vocabulary practice
- •Assessment of teaching skills-written (ats-w)
- •01 Understand human developmental processes and variations, and use this understanding to foster student learning.
- •02 Understand how factors in the home, the school, and the community may affect learners; and use this knowledge to create a classroom environment within which all students can grow and learn.
- •05 Understand learning processes and apply strategies that foster student learning and promote students' active engagement in learning.
- •06 Understand curriculum development and apply knowledge of factors and processes in curricular decision making.
- •07 Understand instructional planning and apply knowledge of planning processes to design effective instruction.
- •08 Understand how to use formal and informal assessment to learn about students, plan instruction, monitor student understanding, and make instructional adjustments.
- •09 Understand principles and procedures for organizing and implementing lessons, and use this knowledge to help learners construct meaning and achieve intended outcomes.
- •10 Understand multiple approaches to instruction, and use this knowledge to facilitate learning in various situations.
- •11 Understand how motivational principles and practices can be used to promote student achievement and active engagement in learning.
- •12 Understand how to use a variety of communication modes to promote student learning and to foster a climate of trust and support in the classroom.
- •13 Understand how to structure and manage a classroom to create a climate that fosters a safe and productive learning environment.
- •14 Understand how to reflect productively on one's own practice and take advantage of various resources and opportunities for enhancing professional development and effectiveness.
- •15 Understand how to foster effective home-school relationships and school-community interactions that support student learning.
- •17 Understand the structure and organization of the New York State educational system and the role of education in the broader society.
- •Liberal arts and sciences test (last)
- •01 Use mathematical reasoning in problem-solving situations to arrive at logical conclusions and to analyze the problem-solving process.
- •02 Understand connections between mathematical representations and ideas; and use mathematical terms and representations to organize, interpret, and communicate information.
- •03 Apply knowledge of numerical, geometric, and algebraic relationships in real-world and mathematical contexts.
- •06 Understand and apply skills, principles, and procedures associated with inquiry and problem solving in the sciences.
- •07 Understand the interrelatedness of historical, geographic, cultural, economic, political, and social issues and factors.
- •08 Understand principles and assumptions underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •09 Understand different perspectives and priorities underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •10 Understand and apply skills, principles, and procedures associated with inquiry, problem solving, and decision making in history and the social sciences.
- •11 Understand and interpret visual representations of historical and social scientific information.
- •12 Understand elements of form and content in representations of works from the visual and performing arts from different periods and cultures.
- •21 Prepare an organized, developed composition in Edited American English in response to instructions regarding content, purpose, and audience.
- •Reading practice items
- •Mathematics practice items
- •Science practice items
- •History, humanities, and social science practice items
- •Visual and performing arts practice items
- •Literature and communication practice items
- •References
- •2 25404, Г. Барановичи, ул. Войкова, 21.
Vocabulary practice
Ex. 1. Read the following passage about the ATS-W Test Objectives and fill in each blank with an appropriate word from the list above. Note which tense or form of the word is required for sense. Are you a NYS teacher according to this profile?
professional
foster
effective
partnerships
curriculum
practitioner
forge
engage
encourage
academic
cooperate
community
assess
educator
collaborativ
e
The New York State … has the knowledge and skills necessary to … teach the approved … in New York State public schools. The teacher understands how children learn and develop and can provide learning experiences that support their intellectual, social, and personal growth. The teacher can use a variety of instructional and … strategies to … students' … development and to … students' active … in learning. The teacher recognizes the roles that family and … play in student learning and … home-school … to achieve common goals for children's education. The teacher is a reflective … who is able to work with other members of the school … and can take advantage of opportunities for … development. Most importantly, the teacher is able to create a … and supportive classroom environment that addresses the needs of individual students and within which all students can grow and learn.
Ex. 2. Translate the ATS-W test objectives followed by focus statements that provide examples of the range, type, and level of content that may appear on the test (for a complete list of test objectives, see APPENDIX I). Are you able to meet all the requirements of the ATS-W test objectives?
1. Analyze how schoolwide structures (e. g., tracking) and classroom factors (e. g., homogeneous versus heterogeneous grouping, student-teacher interactions) may affect students’ self-concepts and learning.
2. Understand diverse student populations, and use knowledge of diversity within the school and the community to address the needs of all learners and to foster among students a sense of community and an appreciation of and respect for all individuals and groups.
3. Apply strategies for working effectively with students from all cultures, students from various socioeconomic circumstances, students of both genders, students from homes where English is not the primary language, and students whose home situations involve a variety of family arrangements and lifestyles.
4. Understand the characteristics and needs of students with disabilities, developmental delays, and exceptional abilities; and use this knowledge to adapt and implement strategies and environments that foster the development and learning of all students.
5. Demonstrate awareness of types of disabilities, developmental delays, and exceptionalities and of the implications for learning associated with these differences.
6. Recognize how various teacher roles (e. g., direct instructor, facilitator) and student roles (e. g., self-directed learner, group participant, passive observer) may affect learning processes and outcomes.
7. Recognize effective strategies for promoting independent thinking and learning (e. g., by helping students develop critical-thinking, decision-making, and problem-solving skills; by enabling students to pursue topics of personal interest) and for fostering students’ sense of ownership and responsibility in relation to their own learning.
8. Analyze a given lesson or unit plan in terms of organization, completeness, feasibility.
9. Understand how to use formal and informal assessment to learn about students, plan instruction, monitor student understanding, and make instructional adjustments.
10. Recognize strategies for planning or adjusting lessons and activities based on assessment results.
REVIEW QUESTIONS
1. What is the purpose of the teacher certification examinations?
2. What are the ATS-W and the CST about?
3. What is a format of the ATS-W and the CST?
4. What is a “passing” score on these tests?
5. How can you register for the teacher certification exams?
5 |
LIBERAL ARTS AND SCIENCES TEST |
DISCUSSION