- •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. Match the following columns and explain the meaning of the word combinations.
Abuse
Violence
Teacher
Fingerprint
Established
Foreign
Liberal
Individual
Quality
Candidate
evaluation
clearance
profile
prevention
credentials
certification
movement
standards
identification
arts
Ex. 2. Give the Russian equivalents to the following.
Teaching assistants; pupil personnel service; school counselor; social worker; supervisory personnel; moral character; technical teacher; school administrators; student books; collegiate study; liberal arts; minority cultures.
REVIEW QUESTIONS
1. What is the essence of the certification process?
2. What is your major category of certificates to be issued?
3. What candidate profile do you fit?
4. What requirements should you satisfy to get certified as a teacher?
5. What tests do you have to take to be certified as a teacher?
6. What are the testing requirements?
7. How do these test requirements affect applicants from other states?
8. What documents must you submit to begin the certification process?
9. What documentation must be submitted before you can obtain teacher certification?
3 |
TEACHER CERTIFICATION EXAMINATIONS |
DISCUSSION
In groups of two or three discuss the following points and report back to the class on your major conclusions.
1. What requirements should you satisfy to get certified as a teacher?
2. What tests do you have to take to be certified as a teacher?
3. What are the testing requirements?
4. How do these test requirements affect applicants from other states?
PRE-READING ACTIVITIES
Vocabulary enrichment
Make sure you can explain in your own words what the following words mean.
academic
admission
adolescence
assignment
bulletin
community
compliance
content
criterion
curricula
dimension
domain
educator
eligible
examination
explicit
feasible
format
framework
humanities
panel
performance
response
review
survey
test
to collaborate
to diminish
to facilitate
to familiarize
to forge
to foster
to hinder
to impede
to implement
to implicate
to interact
to reflect
READING ACTIVITIES
Answer these questions with a partner before you read the texts below. If you can’t answer the questions now, try to answer them after reading the texts.
What is the purpose of the teacher certification examinations?
How are the test objectives developed?
What should test questions match to?
What tests are you required to take to receive an initial New York State teaching certificate in most fields?
I. About the nystce
The New York State Teacher Certification Examinations (NYSTCE) are criterion — referenced and objective-based tests. A criterion-referenced test is designed to measure a candidate's knowledge and skills in relation to an established standard rather than in relation to the performance of other candidates. The explicit purpose of these tests is to help identify candidates for certification who have demonstrated the level of knowledge and skills that are important for performing the responsibilities of a teacher in New York State public schools.
Each test is designed to measure areas of knowledge called sub-areas. Within each subarea, statements of important knowledge and skills called objectives define the content of the test. The test objectives were developed for the New York State Teacher Certification Examinations in conjunction with committees of New York State educators. In 1998 the New York State Teacher Certification Examinations underwent an updating process to align their content with new student learning standards and to ensure that the testing program continues to address the knowledge and skills needed by teachers in New York State's public schools. This updating process included a review of the test objectives and test questions by committees of New York State educators and a statewide job analysis survey of approximately 3,500 New York State teachers and approximately 500 teacher educators. Each survey respondent reviewed the objectives to ensure that only objectives that are important to the job are included for testing.
Test questions matched to the objectives were developed using, in part, textbooks; New York State learning standards and curriculum guides; teacher education curricula; and certification standards. The questions were developed in consultation with committees of New York State teachers, teacher educators, and other content and assessment specialists.
A review of the passing standards for the NYSTCE was undertaken with the involvement of panels of New York State educators. These panels of educators provided input regarding the passing standards to the Commissioner of Education, who established the passing score for each test. The higher passing standards for the NYSTCE were phased in over a three-year period, with the three increases in passing standards occurring in October 1998, October 1999, and October 2000.