
- •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.
IV. Ways to Obtain Teacher Certification. Applying for a certificate
There are a variety of routes or preparation pathways to meet the requirements, to obtain certification and become a New York State certified teacher depending upon your background and preferences.
A certificate may be obtained in one of five ways:
1. Approved Program. A person may complete a teacher education program in a New York college or university and be recommended for a certificate provided that program has been registered by the State Department of Education as leading to the designated certificate. There are more than 2,000 individual programs of preparation in New York. Programs in colleges and universities must give consideration to the certification requirements.
2. Direct Application/ Individual Evaluation. An individual may submit an application, official transcripts of all collegiate study and test scores to the Department. These materials are evaluated in accordance with the pertinent Regulations. If the applicant's preparation, test scores, and moral character satisfy the requirements, the appropriate certificate is issued. If there are deficiencies, the applicant is so informed. This evaluation process for most certification areas is also available through the regional certification offices maintained in the majority of Boards of Cooperative Educational Services; but certificates are issued only by the State Education Department.
3. Interstate Certification. New York has interstate contracts with 40 other states and jurisdictions. A person certified in one of the contract states who meets the conditions of the contract is eligible for conditional certification in New York, until the person meets the New York testing requirements.
4. Northeast Regional Credential. The Northeast Regional Credential does not include all the certificates issued by New York State. Current state participants in the credential include CT, DC, ME, MA, NH, NY, RI, and VT. This credential is issued to those who hold a valid teaching certificate in a participating state. The credential is valid in all participating states.
5. National Board for Professional Teaching Standards (NBPTS). Anyone who holds a NBPTS certificate qualifies for a regular New York State certificate without completing any NYSTCE examinations. National Board Certification includes a significant program of testing.
Once you have chosen the appropriate pathway, you must:
complete the requirements for the certificate you choose;
submit an application, supporting documents, and fee to the New York State Education Department (NYSED).
Applicants seeking certification on the basis of foreign (non-U. S.) credentials must submit the following supporting documents in order to conduct a complete evaluation of the credentials:
1. Original credentials (official transcripts of all college study) or U. S. notarized copies of original credentials. Copies of original credentials must include an original signature and seal from a United States Notary Public on each copied page submitted.
2. U. S. notarized English translations of all credentials must also be provided. Since titles of documents vary from country to country, the following list are examples of some of the documents you may submit for evaluation (please submit all that apply to you):
Marksheets (e. g. from India, Bangladesh, etc.);
12th Level Graduation Marksheets (e. g. from India, Bangladesh, etc.);
Trained Teacher's Diplomas (e. g. from the West Indies, etc.);
Student Books (e. g. from Poland, etc.);
Original College Level Diplomas (with degree and date of conferral noted);
Original College Level Transcripts (with degree and date of conferral noted).
The Office of Teaching Initiatives evaluates foreign credentials only for those seeking New York State teacher certification. Requests for evaluation of coursework for salary purposes and/or other personal reasons cannot be accommodated. You should address those requests to the agency, institution, or employer directly involved.
Transcripts are not required for all pathways to certification. Specifically, we do not require transcripts for applications submitted through the Approved Program pathway. A recommendation from the college in which you completed your program leading to certification is sufficient.
POST-READING ACTIVITIES