- •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.
In groups of two or three discuss the following points and report back to the class on your major conclusions.
1. What is the essence of the certification process?
2. What documents must you submit to begin the certification process?
3. What documentation must be submitted before you can obtain teacher сcertification?
PRE-READING ACTIVITIES
Vocabulary enrichment
Make sure you can explain in your own words what the following words and word-combinations mean.
abuse
adolescent
assessment-selected tests
baccalaureate degree
candidate
certificate
clearance
credentials
deficiency
evaluation
examination
exert
fingerprint
identification
intervention
issue
liberal arts
license
maltreatment
permanent
preparation pathway
prevention
profile
provisional
reciprocal
student teaching
to align
to resolve
to submit
to verify
transcripts
validity
violence
workshop
READING ACTIVITIES
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
New York State certification is required for all teachers, administrators, teaching assistants, and pupil personnel professionals employed in the State's public schools. The certificates are issued by the Office of Teaching Initiatives, and certify that an individual has met required degree, coursework, assessment, and experience requirements. Certificates are issued in a number of titles in three major categories: classroom teaching, administrative and supervisory, and pupil personnel service (e. g., school counselor, psychologist, social worker).
Candidate |
Profile |
1. High School Graduates |
Most candidates who fit this profile complete a traditional teacher preparation program, at a college or university in New York State or in a state with a reciprocity agreement with New York. Upon graduation from a NYS program, the institution recommends candidates for certification. Upon graduation from a program in another state, candidates apply directly to the State Education Department under Interstate Reciprocity |
2. College Graduates |
Most candidates who fit this profile possess a bachelor's degree and enroll in a graduate program at a college or university in New York State leading to a first teaching certificate. Upon graduation from a NYS program, the institution recommends candidates for certification |
3. Career Changers, Persons Educated Outside the U. S., Persons Not Graduated from Teaching Program |
Most candidates who fit this profile pursue college study at their own pace in order to fulfill the requirements for a teaching certificate or were educated outside the United States. They then apply directly to the State Education Department |
4. Career Changers, College Graduates |
Most candidates who fit this profile have subject matter expertise (baccalaureate degree with an academic major). They enroll in one of the Alternative Teacher Certification (ATC) Programs offered by college-school partnerships in various locations throughout the State, in order to complete teacher education study. Upon completion of the alternative program, they are recommended for certification by the college or university |
5. National Board Certified Teachers |
Candidates who fit this profile possess a certificate from the National Board for Professional Teaching Standards |
6. Certified Teachers from Reciprocity States |
Candidates who fit this profile are teachers who are interested in moving to New York State to teach from one of over 40 states that contract with New York under the Interstate Reciprocity Agreement |
The table termination |
|
Candidate |
Profile |
7. Certified Teachers from Non-Reciprocity States |
Candidates who fit this profile are teachers who are interested in moving to New York State to teach from a state that does not contract with New York under the Interstate Reciprocity Agreement |
8. NYS Certified Teachers Seeking Additional Certificate (Individual Evaluation for an Additional certificate Pathway) |
Candidates who fit this profile are teachers who already possess a New York State classroom teaching certificate and are interested in becoming certified in an additional classroom teaching subject |
9. NYS Certified Teachers seeking to teach another subject while completing requirements for the certificate |
Candidates who fit this profile are teachers who already possess a New York State classroom teaching certificate and are interested in teaching another subject while completing requirements to become certified in the new classroom teaching subject |
10. NYS Licensed speech language pathologists |
Candidates who fit this profile are professional speech language pathologists licensed in New York State who are interested in becoming teachers of speech and language disabilities |