Welcome to our siteWeb Sites and Resources 1 of 2 Links are accessible from www.prenhall.com/hurley www.sbec.state.tx.us -State Board for Educator Cerfification (SBEC) www.tea.state.tx.us -Texas Education Agency (TEA) www.escl8.net/region/state/Learner-Centered.htm -Learner-centered proficiencies http://inst.cl.uh.edu/OurViews/StudCentLearn.htm -Study resource for student-centered learning www.texes.nesinc.com/prepmanuals/prepman_opener.htm . The study guide can be accessed
www.texes.nesinc.com -Click TExES Preparation Manuals to access the Index for study guides You can access the TEKS for your grade level and subject area at: www.tea.state.tx.us/teks/index.html or www.tea.state.tx.us/student.assessment/taks/booklets/index.html -Use this Web site to access test frameworks and sample items for the TAKS test. www.Psychiacomp.com/didactic/development-piaget.php - This Web site provides an overview of Jean Piaget’s stages of cognitive development and defines several of the terms associated with his theory. www.delmar.edu/socsci/Faculty/Perry/eriksonstages.htm - This Website provides an overview of - Erik Erikson’s eight stages of development www.nd.edu/~rbarger/kohlberg.html -This Web site provides a summary of Lawrence Kohlberg’s stages of moral development. www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm - This Web site contains an article and references that relate to understanding the concept of metacognition. www.pbs.org/kcts/preciouschildren/diversity/ -this PBS Web site contains information and articles related to diversity. www.Colorado.edu/ftep/support/diversity/ - This University of Colorado Web site contains articles related to diversity in the classroom www.texes.nesinc.com -NES testing site for TExES tests. www.educationworld.com -Education World. www.psu.edu/celt -Penn State University Center for Excellence in Learning and Teaching. www.owl.org -“Educators Help Educators,”National Education Association www.ascd.org -Association for Supervision and Cumculum Development. www.middleweb-com-Middleweb -resources for middle school teachers. www.brains.org -Practical application of current brain research. www.fredonia.edu/ed/conceptualFramework.pdf - Overview & theoretical basis for responsive instruction. Web Sites and Resources 2 of 2 www.prenhall.com/borich -Companion Web site to Effective Teaching Methods by Gary D Borich. Provides much additional information on cumculum, instruction, assessment and communication. www.nwrel.org/cnorse/booklets/ccc - online copy of Cross-cultural Communication: An Essential Dimension of Effective Education by Orlando Tyler Addresses issues of culture, communication, language, and communication differences. Northwest Regional Educational Laboratory. www.cnets.iste.org - Homepage for the National Educational Standards. Indudes curriculum standards, sample lessons, and other resources for teachers and for students. vig.prenhall.com/catalog/academic/product/0,7144,0l3ll89239,00.html - Support site for Integrating Educational Technology into Teaching by M.D. Roblyer and Jack Edwards. Indudes a tutorial and a link to a technology supersite that has many additional resources and links. www.chiron.valdosta.edu/djudd/theory.html -Judd, D. The Why and How Presentation of Integrating Technology into your Curriculum. This online syllabus includes many links to additional helpful sites http://4teachers.org -Excellent resource for Interacting technology and instruction www.kn.pacbell.com/wired/bluewebn/ - searchable database with more than 1,000 outstanding Internet learning sites categorized by subject, audience, and type (lessons, activities, projects, resources, references, and tools) www.ncte.org -Official Web site of the National Council of Teachers of English www.nsta.org -Official Web site of the National Council of Teachers of Mathematics http://nctm.org -Official Web site of the National Coundl of Teachers of Science http://ira.org -Official Web site of the Intemational Reading Association http://socialstudies.tea.state.tx.us/ -Texas Education Agency Social Studies Resource Center www.uta.edu/coed/bilingual/resources.php -Resources for bilingual education http://nabe.org -Official Web site of the National Assodation of Bilingual Education www.dpi.statewi.us/dpi/dlsea/cen/pndg_toc.html Wisconsin Department of Public Instruction www.tsta.org/legal/childabuse.shtml -Texas State Teachers Association: Child Abuse. www.sbec.state.bc.us -State Board for Educator Certification (SBEQ) www.ed.gov/policy/gen/guid/fpco/ferpa/index.html -Family Educational Rights and Privacy Act For a further review of special education legal foundations and instructional practices, the following Web sites: www.americanhistory.si.edu/disabilityrights/welcome.html -or www.disabilityhistory.org/dshp.html.
The Introduction to TExAS PPR Powerpoint http://www.slideshare.net/Bunidosunited/introduction-to-the-texas
BOOK REFERENCES
Bransford, J.D., Brown, A. L., & Cocking, & R. R. (Eds.). (2ooo). How people learn: Brain, mind, experience and school, Washington, DC: National Academy Press Louisell, R. D., & Descamps, J. (2001). Developing a teaching style: Methods for elementary school teachers. Prospect Heights, IL: Waveland Press. Johnson L. (1998). Two parts textbook, one part love: A recipe for successful teaching. New York: Hyperion. Kellough, R.D., & Kellough, N.G. (1999). Secondary school teaching: A guide to methods and resources. Upper Saddle River, NJ: Merrill/Prentice Hall. Louisell, R. D., & Descamps, J. (2001). Developing a teaching style. Prospect Heights, I.L: Waveland Press. State Board of Educator Certification (2002). TxBESS framework: Texas beginning educator support system. Austin, TX Author. Tolliver, K. F. (1994). Good, Morning Miss Tolliver (video). New York: Fase Productions. Tolliver, K. F. (2003, October). What is a school? Keynote address, Parent Involvement Conference.El Paso, Texas. Borich, G. D. (2000). Effective teaching methods. Upper Saddle River, Commission on Behavioral and Social Sciences in Education of the National Research Council. (2001). How people learn: Brain, mind, experiance, and school. Washington, DC: National Academy Press. www.http://books.napedu-NAP books are available to read online Committee on Increasing High School StudentsEngagement and Motivation to Learn. (2003). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Research Council. Marzano, P, J., Norford, J. S., & Paynter, D. E. (2001). A handbookfor instruction that works. Alexandria, Marzano, R. J., Pickering, D. J., & Pbllock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student acheivement. Alexandria PowerPoint presentations on the strategies available from the Web site of Adams County School District 12, Northglenn, CO. www.adamsl2.org/staffdev/ Ada, A. F. (1993). Mother-tongue literacy as a bridge between home and school cultures, In J.V.Tinajero & A.F.Ada (Eds.), The power of two languages (pp.158-163). NewYork: Macmillan /McGraw-Hill. Burns, R. C. (1993). Parents and schools: From visitors, to partners. Annapolis Junction MD: National Education Association. Council on School Performance (1997) Teachers with advanced degrees adance student learning. Atlanta: Council for School Preformance, Georgia State University. Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. Delgado-Gaitan, C. (1990). Literacy for empowerment. The role of parents in their children's education. London: Faimer. Huerta-Macias, A-, & Quintero, E. (1993). Teaching language and literacy in the context of families and community. In J.V.Tinajero & A. F. Ada (Eds.), The power of two languages (pp.152-157). NewYork: Macmillan/McGraw-Hill. McCaleb, S. P. (1994). Building community of learners. A collaboration among teachers, students, families and communities. NewYork: St. Martin’s. Muller, C. & Kerbow (1993). Parent involvement and academic achievement: An analysis of family resources available to the child. and In B. Schneider & J. S. Coleman (Eds.), Parents, their children, and schools (pp. 77-114). Boulder and Oxford. Westview. and (pp. 13-42). Boulder and Oxford: Westview. National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction (2003). Prepared to make a difference. Newark DE: International Reading Association. Ramirez, J., & Douglas, D. (1989). Language-minority parents and the school.- Can home-school Partnerships increase student success? Sacramento: California State Department of Education, Bilingual Education Office. Shirley, D. (1997) Community organizing for urban school reform. Austin University of Simich-Dudgeon, C. (1993). Increasing student achievement through teacher knowledge about parent involvement. In N. F Chavldn (Ed.), Families and schools in a pluralistic society. Albany- SUNY Press. Tinajero, J.V., & Huerta-Macias, A. (Eds.). (Spring 1996). Special Issue on Parental involvement: The Journal of Educational Issues of Language Minority Students. Volume 16. Boise State University, Boise, U.S. Department of Education. (1994). Strong families, strong schools: Building community partnerships for learning. Washington, DC: Author.
Domain I Designing Instruction and Assessment to Promote Student Learning Sample single-Item Questions 1. Tiffany is a third – grade student who is having some difficulty with math concepts. While monitoring her work on math problems, you notice that she can easily add 3 to 4 to get 7, but struggles when she needs to subtract 4 from 7 to get 3. Based on your observation, the best assessment of Tiffany’s math abilities demonstrates that she is: A. Exhibiting signs of cognitive delay and should be referred for special education testing. B. Not yet able to grasp the concept of object permanence C. Limited in her ability to apply metacognitive strategies to classroom activities. D. Having difficulty applying the concept of reversibility. Tiffany is a student in a third grade classroom. As she is working problems during guided practice after a math lesson, you observe her working addition problems very well but struggling with the inverse operation using the same numbers in subtraction problems. Answer A should be eliminated because its too drastic a reaction to the situation. When we observe students having difficulty with their work, we should incorporate additional strategies that would help them learn the material in a different way. Answer B is more closely related to the correct answer but is still incorrect. It relates to Piaget’s concept of object permanence, which allows babies to retain visual images in their memory. It is not, however, relevant to Tiffany’s difficulty with these math problems. Answer C is incorrect there is no evidence in the information presented that Tiffany is having difficulty with this concept or that she is using it to help her with the difficulty she is experiencing with subtraction problems. Answer D is correct, referring to the typical cognitive stage of development of third graders as described by Piaget. The concept of reversibility allows a child in this concrete stage of operations to mentally reverse their actions. This would allow Tiffany to master the concept of inverse operations in mathematics, thus allowing her to correctly work through the subtraction problems that are the opposite of the addition problems she has already successfully worked. 2. On returning to school after a holiday vacation, Jeremy, a high school senior, tells his teacher that he spent the holiday working with his older brother on a construction project. He further explains that he could make $25 per hour by quitting school and joining his brother’s construction crew. In preparing to discuss this issue with Jeremy, the teacher should realize that Jeremy’s comments show evidence that many students of this age: A. Have not yet developed the reasoning skills necessary to help make responsible decisions. B. Tend to focus on the present rather than long-term consequences. C. Have difficulty grasping abstract concepts and need concrete experiences to help them make decisions. D. Tend to rebel against the authority of adults and societal norms. Answer A is incorrect. The situation described does not show evidence that Jeremy is lacking reasoning skills. To the contrary, he sees it as very reasonable to leave school for a job that would pay him a very decent wage. Answer B is correct. It relates to Erickson’s identity versus role confusion stage, which begins in adolescence and continues until about age 20 or 21. Jeremy’s though processes are typical of a student’s in this stage of development, as the present potential of making a good living is over-shadowing the future consequences of the possibility of being unable to continue in construction someday and needing an education to fall back on. Answer C is incorrect, as it describes a student who would be in the concrete operational stage, as described by Piaget. This stage usually occurs between the ages of 7 and 11. A senior in high school is 17 years old on average. This age places Jeremy in Piaget’s formal operational stage, in which students are very capable of dealing with abstract concepts. Answer D is incorrect as it refers to the stage of early adolescence when students may exhibit signs of minor rebellion. Though that stage covers the ages of about 13 to 21, it doesn’t relate to Jeremy’s comments, because the information in the scenario does not show any signs of rebellion on his part.
3. Ms Lanigan’s sixth-grade class includes students who represent a wide range of academic abilities, such as students with special needs, gifted and talented students, and students with an average academic background. To meet the needs of all of the students in her class, Ms. Lanigan should select instructional strategies that would: A. target instruction to the average students, with the hope that the other students would still benefit B. allow students to work cooperatively with those who share a similar academic background C. include hands-on activities that would allow the students to learn the material in a variety of ways D. require her to meet individually with each student to answer questions and adapt assessment.
Answer A. is incorrect because teachers need to adapt lessons to address students’ varied backgrounds, not teach to the middle of the row and hope everyone else gets it. Answer B is incorrect because it describes homogeneous grouping. Best practices teach us that it is better to group students heterogeneously, with students from different backgrounds and ability levels, then based on similar characteristics. Answer C is correct because it allows the instructional activities to be adapted to the individual backgrounds and ability levels of all of the students in the class. It would allow all students to participate and experience success with the material. Answer D is tempting, as we want to spend individual time with each student, however, it is still incorrect. It would not be practical or an efficient use of classroom time to meet individually with every student in the classroom to customize the activity to his or her individual needs.
Sample clustered- Item Questions Use the information below to answer the two questions that follow.
Third-grade teacher Marjorie Fleming is planning a unit designed to strengthen student’s skills in reading and critical thinking. Throughout the unit students will read a variety of material related to the theme of helping others. Mrs. Fleming plans to use whole-class activities, cooperative learning groups, and independent reading as part of the instruction of this unit.
1. As part of the initial planning process, Mrs. Fleming’s first step in developing her lesson plans for the unit should be to: A. select appropriate instructional strategies for improving reading and critical thinking B. design a system for evaluating student work that will give equal weight to reading and critical thinking. C. Determine students’ general areas of strength and need in reading and critical thinking. D. Decide which resources to use for cooperative learning activities in reading and critical thinking
2. Several days into the unit, while working in a cooperative learning group, a boy announces, “I don’t want to work in a group with girls. Girls don’t work as good as boys. “The most important first step for Mrs. Fleming to take in dealing with this incident would be to: A. ensure that she does not model behaviors or attitudes that reflect unconscious gender stereotyping. B. Meet separately with the boys and girls to discuss the incident that occurred in the classroom. C. Review all textbooks to make sure they do not contain gender stereotyping. D. Attend a workshop to learn how to promote gender equity in the classroom. The first question addresses PPR Competency 003: The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives. The correct answer to the first question is C. To answer this question correctly, you need to remember your steps in the lesson cycle. Since the question stem focuses on the part of the process that happen first, you should easily be able to sequence the answer choices to determine which of the four comes first. Answer C is correct because you need to determine the strengths and needs of your students to plan appropriate activities to utilize those strengths and address their needs. Answer A is incorrect. Selecting instructional strategies would come second in Process, of these four options. Answer B is incorrect. Evaluation would come last in the process, of these four options. Answer D is incorrect as selecting resources would follow selecting instructional strategies. The second question addresses PPR Competency 002: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students learning. The correct answer to the second question is A. The question asks which would be the first step the teacher should take to deal with the situation. Answer A is the correct response. Mrs. Fleming needs to ensure that she is not modeling any gender stereotyping behaviors. She needs to ensure that she does not have unconscious biases and prejudices toward the girls’ abilities to work as well as boys. Answer B is incorrect. By talking to the boys and girls separately, Mrs. Fleming would be modeling gender-stereotyping behavior. Answer C is a tempting choice, but is also incorrect. Though she should review the textbooks in the classroom to help eliminate any examples of gender stereotyping, the textbook examples would not influence student behavior as directly as the behavior modeled by the teacher. Answer D is also incorrect. Though Mrs. Fleming may want to make plans to attend a workshop in the future to learn new strategies for dealing with similar situations, this would not fix the immediate problem. Use the information below to answer the two questions that follow Mrs. Arias is concerned about Carlos, a student who recently transferred into her tenth-grade American History class. Carlos is frequently tardy to school. While in class he appears listless and disinterested in class activities. Concerned about Carlos’s behavior, Mrs. Arias speaks with the assistant principal and learns that his family has fallen on hard times and is being evicted from their home. After this conversation, Mrs. Arias decides to look into Carlos’s academic records to check on his previous academic performance. She also makes plans to contact Carlos’s parents to discuss his tardiness and classroom behavior. 1. When Mrs. Arias examines Carlos’s academic records, she learns that he had maintained a B average before his family began experiencing problems. This comes as no surprise to Mrs. Arias because she understands that: A. Stress caused by factors outside of school may effect a student’s performance in school. B. Grades from another school are unreliable in their ability to predict student performance in a new situation. C. A student’s level of social development influences his or her performance in academic areas. D. Teacher expectations can influence the level of success a student achieves in the classroom. 2. During a telephone conference with Carlos’s mother, Mrs. Arias brings up the issue of his tardiness. His mother says that it has become difficult to get Carlos to school on time because the family does not have reliable means of transportation. Mrs. Arias could best respond to this situation by: A. Ensuring that Carlos makes a few close friends in her class with whom he can interact on a regular basis. B. Offering to put Carlos’s mother in touch with a church organization that provides housing for homeless families. C. Stressing to Carlos’s mother the need to provide a more stable home environment for Carlos. D. Providing an accepting and supportive environment for Carlos in her classroom.
Both of these questions address PPR Competency 004: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments. The correct answer to question 1 is A. Teachers should recognize that changing family patterns and the home environment outside of school can effect students’ performance in school. Based on what Mrs. Arias has learned about Carlos’s unstable home situation, she understands that his family difficulties have probably caused the change in his classroom behavior and the drop in academic performance. Answer B is incorrect. There is no evidence in the scenario that the grades from the previous school are unreliable. Also, students who perform well in one academic setting are likely to perform well in another unless there some sort of dramatic change in the student’s life that makes it difficult to do so. Answer C is incorrect. There is no evidence in the scenario that Carlos is having any difficulty with social skills. Answer D may be tempting, but it is incorrect. There is no indication that Mrs. Arias’s expectations are playing a role in the situation with Carlos.
The correct answer to the second question is D. Answer A is incorrect. Though Mrs. Arias may not try to arrange activities that might allow Carlos to make some new friends, she cannot guarantee that such relationships will be formed. She has no influence over the situation. Answers B and C are both incorrect. It is inappropriate for the teacher to suggest that Carlos’s family seek charity, or imply that Carlos’s family situation is unsuitable. Answer D is correct. Mrs. Arias understands that Carlos’s family situation has created stress that is impacting his performance in school. She can best help meet his needs by providing an accepting and supportive environment for Carlos while he is in her classroom. This will help Carlos feel safe and comfortable and provide him with some stability, which should positively impact his classroom performance.
Domain II Creating a Positive, Productive Classroom Environment
Sample Single Item Questions
The following are sample single-item questions that may help you understand what is being tested in Standard II, Competencies 005 and 006. Use the strategies you’ve found most effective for you to determine the correct answer for each of the following:
1. Manny is a third-grade student struggling in several areas. Which of the following instructional strategies might best communicate the teacher’s high expectations for Manny? A. Ensure that the student has the opportunity to work often in heterogeneously mixed groups. B. Focus on the student’s academic strengths and focus less on tasks that are challenging for him. C. Ensure that Manny receives frequent and meaningful rewards, even if his academic performance is below expectations D. Assist Manny in setting learning goals that are challenging and provide assistance when necessary. Answer A is a strong choice. The teacher understands that it is very important for Manny to interact regularly with all of the students. The more often Manny can be a part of heterogeneously mixed groups, the more he will feel that he is a participating member in class. Labeling is the last thing Manny needs. Although this answer is good, you should read on to see what other choices provide.
Answer B sounds good also. Highlighting Manny’s strengths won’t eliminate the need for explicit teaching and alternative strategies to help him make significant academic strides. Please read on to see what else is available.
Answer C is clearly a poor choice. Enthusiastic and meaningful rewards are good but may make Manny feel that this attention is gratuitous. Eight-year-olds have a sense of their abilities. Rewards, well intentioned or not, will be an embarrassment to Manny if he doesn’t feel he has earned them. Extrinsic rewards will not be the best way for this teacher to communicate his or her high expectations to Manny.
Answer D makes the supposition that the teacher is a learner. Of course, the teacher is a lea learner, but this is a broad generalization that doesn’t fit the sentence prompt. The teacher will definitely be exploring new concepts with his or her students and will want students to make connections, but this doesn’t follow the specific lead and prompt.
Answer A is the best of the four answers. It represents the third point in competency 005:The beginning teacher analyzes ways in which teacher-student interacts and interactions among students impact classroom climate and student learning and development.
3. A seventh-grade Texas History teacher knows that students in his classes bring very wide ranges of prior knowledge and experience to the class. Students also have varying levels of knowledge and skills. This teacher can best build a positive and supportive learning environment for each and every student by using an assessment system in which: A. Quizzes and tests given throughout the year include questions of varying difficulty. B. Peer assessment and teacher assessment provide the basis of feedback given to students. C. Different standards are used to determine grades for different groups of students. D. Process and progress as well as the product are considered in determining each student’s grade.
Answer A is not a strong choice, because it focuses on one aspect of assessment- traditional testing through quizzes and tests. The teacher would not have the opportunity to identify the processes the student used to come up with the answer or tell if the answer were a guess.
Answer B is not a strong choice, because peer assessment, although useful in an informal way, should not be the basis of a teacher’s evaluation. It does work as a method of feedback on learning, but using an assessment system that relies on only the teacher’s and peer’s assessment leaves out a critical component- student self-assessment.
Answer C Does not provide an equitable format for each and every student. If students are addressed differently according to their group assignments, they may not feel equal to the rest of the class. This detracts from a positive and supportive learning environment for each and every student.
Answer D provides a broad and fair basis on which to base a student’s grade. The teacher will not use a single type of assessment to determine a student’s grade. Evaluating the process a student utilizes to determine outcomes and answers gives the student and teacher a positive frame or reference. The teacher is able to answer the questions, “Is this student making consistent progress?” and “Does the product reflect growth?”
Answer D is the best of the four answer choices. It reflects the eighth point in Competency 006: The beginning teacher demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels.
Items 4 and 5 are examples of clustered items. Refer to Chapter 16 if you need to refresh your understanding of this type of item and the best approaches to it
Mrs. Elsa Acosta is a first-year teacher in a fourth-grade class in a low socio-economic area in San Antonio. She is halfway through the school year and is reflecting on what she needs to do the second half of the year to improve student success and classroom climate.
4. In evaluating classroom climate, Mrs. Acosta might ask herself which of the following questions? A. Do my lessons encourage intellectual involvement and active engagement on the part of all students? B. Do my planning and reflect clear and consistent educational philosophy? C. Does every student have the opportunity to take part in a variety of learning experiences? D. Are strategies in place to make certain that ongoing assessment of each student occurs regularly?
Answer A lets the teacher evaluate his or her lessons for both intellectual involvement and active engagement for all students. This matches the question by allowing the teacher to assess the classroom climate. The opposite of this would indicate that some students were left out of the learning loop. If teachers ask this question of themselves and come up with an honest answer, it will give them a very clear picture of the learning climate.
Answer B asks if clear and consistent educational philosophy is represented in the teacher’s planning. This is well and good but doesn’t take into consideration the needs of the students. In
Answer C is a strong answer. A responsible teacher wants every student to have a variety of learning experiences in the classroom. However this answer is too narrow to answer the question. There is more involved in establishing a positive classroom climate than just giving students a variety of learning experiences. You would want active involvement of all students as well as intellectual engagement.
Answer D deals with ongoing assessment occurring regularly. The question for this item asks about classroom climate, not about assessment. Therefore, you would probably eliminate this choice rather quickly.
Answer A is the best choice of the ones given. It reflects the third point under Competency 005: The beginning teacher analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development.
5. Mrs. Acosta has struggled with the behavior patterns of a 9-year-old boy in the classroom. He frequently disrupts the class and ignores the rules and responsibilities she has set forth for the class. After getting suggestions from the principal, Mrs. Acosta has documented the following actions; she has met with the student individually, she has called parents, and she has sent notes home. His behavior continues to be disruptive although he tells Mrs. Acosta he wants to do better. Which would be the most effective next step for her to employ? A. Let the parents know that she is referring him for special education services. B. Request that the school counselor meet with him, then provide her feedback. C. Send him into another teacher’s classroom for a time-out when he becomes too disruptive D. Arrange for him to go to the assistant principal’s office for a discipline referral.
Answer A would not be appropriate, because there are steps to take at the campus level before mentioning anything to the parents. This would likely cause the child’s parents great distress. Although special education services may be warranted at some point, Mrs. Acosta needs to try other strategies and get further campus assistance before she gets permission to begin the referral process.
Answer C is very punitive approach. It also sends a clear message to the child in question, as well as to the rest of the class, that Mrs. Acosta cannot manage her class’s behavior
Answer D is a step that would be a very last resort. Sending students to the office for discipline referrals can be detrimental to the relationship Mrs. Acosta would like to establish with this child and his parents. Other measures would be more beneficial at his point.
Answer B is the best next step. Referring the child to the counselor may accomplish several worthwhile results. First, it will draw in another professional who will have additional insight into the situation. Next the counselor may be able to determine some as yet undiscovered issues the child may be struggling with. Also, the counselor may be able to suggest some alternative methods of helping the child monitor his own behavior in the classroom. This reflects the third point in Competency 005:The beginning teacher analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development.
TEACHER DECISION SETS BEGINS HERE
Ms. Myra Cohen, a first year teacher, has been hired to replace a retiring teacher in the middle of the school year. Ms. Cohen anticipates a difficult transition because of the developmental stage of the students- about six years old. She understands that the students had formed a strong attachment to the teacher who is leaving. Ms Cohen has planned to initiate a number of concepts and strategies she learned and experienced in her university coursework and field experiences. She understands that these changes will be an additional transition for the students in her class. They have been set in straight rows; walls have been decorated with lists of rules and consequences and commercially prepared teaching materials. The departing teacher will be taking all her materials with her when she leaves. Ms. Cohen will have to December break to bring in her materials. She was able to spend the last two days prior to the break as an observer in the classroom. During this time, she made notes of students’ characteristics, likes, dislikes, and so forth. She plans to use this in helping her know the students when the new semester begins.
1. In planning her classroom arrangement and creating a physical and emotional environment that will meet the needs of students of this age, Ms. Cohen should include which of the following in her plan? A. Areas that allow the students space to run and play when they are finished with their worksheet pages. B. A homework station where students will turn in their homework each morning as they come in. C. A carpeted area next to bookshelves where she will keep a variety of quality children’s literature for students to self-select. D. A cleanup area for washing hands and so forth after students complete projects.
Answer A is not the best choice. Although Ms. Cohen will want students to have areas for center and appropriate challenging activities, she knows that encouraging “running and playing” in the classroom would not be in the students’ best interest. Additionally, Ms. Cohen plans on utilizing teaching strategies other than workbook sheets
Answer B might be appropriate to plan; however, in establishing the positive classroom environment, this area would be added later.
Answer C is the correct answer because literacy development and appreciation are among the highest priorities in a first-grade classroom. Establishing this area will communicate to students and parents alike that literacy is a high priority in Ms. Cohen’s class.
Answer D will be an important later addition to the plan, as Ms. Cohen will be planning interactive activities with her students. However, this option does not carry the initial importance of setting up a literacy area.
Answer C is the correct answer and reflects the seventh point under Competency 005: The beginning teacher creates a safe, nurturing, and inclusive classroom environment that addresses students’ emotional needs and respects students’ rights and dignity.
2. Ms. Cohen’s favorite things are hot-air balloons and Dalmatian dogs. She plans to utilize both of these preferences in the décor she establishes in her classroom and plan learning activities around both subject areas. This high-lights Ms. Cohen’s understanding that: A. Students will respond to learning that communicates the teacher’s enthusiasm for learning. B. Students will learn to like the same things she likes. C. Students will enjoy being in a brightly decorate classroom. D. Students will benefit from learning about new types of pets.
Answer A is the best answer because it not only conveys her enthusiasm for her own likes, but it gives students a view of the teacher as a learner herself. As she share what she knows about things she likes and about how she continues to learn new things, she will convey this to her students.
Answer B will probably be a by-product of having the teacher’s preferences around the classroom. Developmentally, students of this age tend to pick up the likes and dislikes shown by their teachers. However, answer A is better because it involves the learning that will take place.
Answer C is also accurate and will likely be a clear outcome as these students experience a new classroom. However, this too will just be just a positive by-product.
Answer D will also likely occur, but the strongest answer choice remains answer A. Answer A reflects the forth point under Competency 005: The beginning teacher presents instruction in ways that communicate the teacher’s enthusiasm for learning.
3. Ms. Cohen is planning an open house during an afternoon prior to the reopening of school after the winter break. Ms. Cohen will mail out colorful invitations. Parents will be invited to bring their children in for a tour of the classroom, to meet the new teacher, and to begin the transition to a new teacher and newly redone classroom. She will also have a schedule of daily routines and rituals she’ll be implementing. This best shows Ms. Cohen’s understanding that: A. If students see the environment they will be in ahead of time, their behavior will be predictably better when they actually begin the new semester. B. If parents and students are introduced to a new environment and made to feel welcome and at home, the child’s first day will be a much easier and more positive transition. C. If students see she is a pleasant person, they wont mind having her as a teacher. D. The principal will be favorably impressed that she is making efforts to establish a good rapport with the parents.
Answer A may be a contributing factor to an easier transition, but it probably won’t have a huge impact on student behavior- at any rate it won’t guarantee that students of this age will easily accept an entirely new situation and teacher.
Answer B is the best of the four answers because Ms. Cohen understands the message the environment sends to both students and their parents. Students of this age do not handle sudden change well. By visiting the classroom, having the opportunity to engage in enjoyable activities, and meeting the new teacher, the transition will go much more smoothly.
Answer C is not the best choice. Although meeting the teacher will help, one meeting with Ms. Cohen won’t convince the students that she is worthy of taking the place of the person she is replacing.
Answer D is also a week choice. Although the principal will surely be impressed by Ms. Cohen’s efforts, this is not why she has chosen to host the open house. She is more concerned that the young students make the easiest possible transition. Her efforts are directed at making the classroom environment conductive to students’ being comfortable and secure so that their learning experiences will be maximized. Answer B is the best answer and reflects the seventh point under Competency 005: The beginning teacher creates a safe, nurturing, and inclusive classroom environment that addresses students’ emotional needs and respects students’ rights and dignity.
Domain III Implementing Effective, Responsive Instruction and Assessment. Sample Single-Item Questions
A high school history teacher has students read about current events from various sources with the objective of having them critically analyze and evaluate the reports. An appropriate assessment to determine the degree to which they analyzed and evaluated the assigned readings critically is: A. A multiple choice test. B. A written retelling. C. A report or essay related specifically to the topic D. A read-aloud
The suggested approach is to read the question stem carefully and think about the question that is being asked. Eliminate any obviously wrong answers.
In the example above, A is a possible answer because a multiple-choice test, if carefully constructed, could possibly provide some assessment of critical reading. For example, a multiple-choice question could allow a student to identify bias or fact versus opinion.
Answer B is wrong because a retelling does not allow for critical interpretation- it requires only restating what was read.
The best answer is C because a student can clearly show and a teacher can more clearly assess the degree of analysis and evaluation in a performance assessment like an essay.
Answer D is obviously wrong and should have been the first answer you eliminated. Simply reading a passage aloud will not help a teacher determine whether the student analyzed and evaluated the text critically.
Here is another sample single item. Try reading it and identifying the correct answer. Write out the logic you used to find the correct answer.
Which of the following should be the most important consideration for a high school composition teacher with regard to student’s use of research sources from the internet?
A. Many Web sites are not maintained to keep the information up-to-date. B. Students do not always know the most effective search engine or data-base index to use to begin a search. C. Students are sometimes attracted by snappy graphics and animations rather than the quality of information at a site. D. It is difficult to determine which sites contain information that have been validated by knowledgeable persons in the field and which have not. The correct answer is D. Can you explain why? Compare your written logic with mine below-and remember there is more than one way to get to the correct answer. Answers A, B, and C are all true, but none is as important as knowing whether the information on a Web site is credible and has been reviewed and validated by a knowledgeable person in the field. Answer D supersede all the others.
Sample Clustered-item Questions
First read the stimulus. Use the information below to answer the three questions that follow.
Ms. Chung teaches advanced placement physics to seniors. She is evaluating the effectiveness of a class discussion of neutrinos.
The first questions measures your understanding of Competency 007: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.
1. Which of the following observations should Ms. Chung be most concerned about? A. Students were so busy thinking of their next response that they did not listen to their classmates. B. Students talked directly to one another, often in small conversation groups, not to Ms. Chung. C. Students did not raise their hands before speaking. D. Students argued and never came to consensus about how physicists should study colar neutrinos.
Answer A is correct because effective communication requires listening as well as speaking.
If the students were effectively communicating in small groups, it would not matter a great deal whether they were talking with one another or with the teacher, so answer B is wrong
Regarding answer C, whether students raise their hand or not before speaking is not the most the issue to be most concerned about. In small conversation groups we rarely raise our hands before speaking, and there are many classrooms where other forms of courtesy (instead of raising a hand and waiting to be called on) take place to avoid speaking while another is talking.
Answer D is clearly not correct. The question stem is specific to effective communication, not to reaching consensus. Remember to focus on italicized or underlined words and not to read beyond the lines on the page.
The second and third questions in this clustered set measure your understanding of Competency 008: The teacher provides appropriate instruction that actively engages students in the learning process, and also Competency 009: The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students.
2. After the class discussion, Ms. Chung arranges a field trip to a nearby university where students will have the opportunity to talk with astrophysics professors. She asks the students to work in small groups to develop questions they would ask the professors. Which of the following is the greatest benefit of this strategy? A. It will save time on the day of the field trip because students will have prepared questions in advance B. It helps ensure that all students have an opportunity to participate in the questioning process. C. It makes it more likely that students will get the answers they are looking for. D. It facilitates students’ development of conceptual understanding.
Answer A cannot be the greatest benefit if we keep the Learner-Centered Proficiencies in mind, because the field trip’s objective is not to save time, but to deepen the student’s learning.
Answer B is not correct, because simply writing the questions in advance will not ensure that every student will have an opportunity to participate in the questioning.
Answer C is wrong because getting the answers the students are looking for is not necessarily a benefit. The university scientists may give them valuable but unexpected information. There would be little benefit to the field trip if the students simply received answers they could already anticipate.
Answer D is correct because the development of questions by students in small groups will require them to develop a better conceptual understanding of the concepts and topics they’ll be learning more about during the field trip.
3. After with the astrophysicists, students have many questions about how the sun generate its power. Ms. Chung suggests they divide into teams to do a literature and Web search and prepare research reports that address their questions. She reminds them to identify any text or Web site on the Internet in the report. Which of the following is the most important reason for asking the students to do this? A. It will help the students understand that citing sources allows others to find and use those sources as well as giving credit to the author B. It will aid the teacher in compiling a list of resources to use the next time she teaches this unit. C. It will allow the teacher to check the courses to verify that students really went to the internet to search. D. All of the above.
Answer A is correct; it is most important reason and the only one that really relates to student learning.
Answer B and C are not about the student learning and thus are not correct. Answer D would include B and C, making it incorrect.
Sample Teacher Decision Set TEACHER DECISION SET BEGINS HERE
Mrs. Freeman and Mr. Henry are team-teaching an integrated humanities project with their sixth-grade classes. The project will center around family stories. The teacher introduce the project by reading aloud several pages from Mi Familia/My Family, Written by
Mrs. Freeman, the reading-language arts teacher, explains that as part of the month-long project, students will talk with family members and collect stories/ They will develop the oral histories and stories into written narratives. They may illustrate them with photographs, paintings. Drawings, or other artwork. At the same time they will be available- to get ideas and models on which to develop their stories.
Mr. Henry, the social studies teacher, reminds the students that, just a Garza’s books and paintings reflect her cultural background and experiences as well. As they interview family members, it will be natural to discuss favorite holidays, foods, vacations, songs, religious celebrations, games and so forth. He tells them they will work in groups to research and produce a multimedia project related to one of those topics. He suggests they begin a preliminary brainstorming activity at their table groups using a K-W-L chart what they WANT to learn about those foods, sports, games, and celebrations. The completed multimedia project and illustrated family narrative will help them tell the class what they LEARNED about the topic.
In excitement, the sixth graders begin to talk at their table groups about favorite family foods, games, and so on. The teachers circulate among the groups, listening, observing, and making notes to guide instruction as the project proceeds.
1. The primary role the teachers have taken in the instructional process so far has been to: A. Motivate and encourage students to generate ideas about topics that are meaningful to them B. Facilitate student’s use of recall and memory in real-world context. C. Communicate respect for diversity. D. Provide students with clear instructions for the project activities.
2. The teachers’ use of K-W-L charts indicates that an instructional objective for the project is: A. To provide a graphic structure for the entire multimedia project. B. To scaffold students’ learning by activating schema and background knowledge and to develop a beginning structure for note taking that will inform the project. C. To provide seatwork that will engage students until the end of the period and will result in a finished paper that can be graded. D. To prompt students to assess their own understanding of instructional content.
As you read the question and answer choices, think about the question that is being asked and try to stay focused on only what is on the page. Do not read between or beyond the lines. Eliminate any obviously wrong answers. You may find it helpful to mark possible answers in the test booklet and read them again carefully to select the correct answer. Mark it on your answer sheet. Let’s go through the process with the two questions.
In item 1, answer A is the best choice because these instructional activities motivate youngsters, provide a scaffold, build on background knowledge, and provide a foundation for future learning.
Answer B is clearly incorrect- this introductory activity is not about development recall or lower order thinking.
Answer C might be a possible choice, but C is eliminated because there is no clear evidence in the decision set that the teachers communicated respect for diversity- although that is a good interference (remember to avoid reading beyond or between the lines).
Answer D is also incorrect, because so far, very few directions have been provided.
Item 1 assess Competency 008: The teacher provides appropriate instruction that actively engages students in the learning process.
Item 2, answer A is eliminated because the chart cannot be a structure for the entire project, like most research projects, is likely to evolve during the research and production process.
Answer B is the best answer because using K-W-L chart will provide the needed structure to begin the project and continued guidance as it evolves. (If you did not immediately recognize what a K-W-L chart is, that’s an indication that you need to review vocabulary from your reading-language arts methods courses.)
Answer C is immediately eliminated because creating an assignment as busy-work or just have a grade to record is never a good reason.
Answer D cannot be correct because students have not yet learned project content, so they cannot assess their understanding of it.
Item 2 assess Competency 007: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.
Domain IV Fulfilling Professional Roles and Responsibilities Sample Questions
The following are sample questions to help you understand what is being tested in Standard IV, Competencies 011-013. Use the strategies you’ve found most effective and determine the correct answer for each of the following.
1. Mrs. Aguilar’s class includes several students with special needs. The students spend several hours three times a week in the resource room. In planning instruction for these students with special needs: A. Are grouped together with other students with similar needs. B. Are not isolated from the rest of their peers. C. Have time to engage in activities set up in learning centers that are geared toward their strengths and ability levels. D. Are paired with higher achieving students and encourage them to work together
Reading the question should trigger thoughts of the laws concerning children with special needs. PL 94-142, renamed IDEA, states that special education students must be educated in the “ least restricted environment.” Thus students with special needs must be educated in general education classrooms, alongside their non disabled peers. Therefore, A is not correct.
Answer C sounds like it might be correct. However, children with special needs need to be educated alongside their no disabled peers, not isolated in learning centers. Pairing them with higher achieving students may not be the best way to meet their needs. Therefore, D is not correct
The best answer is B- Mrs. Aguilar must ensure that children with special needs are not isolated from the rest of their peers.
2. Mrs. Smith’s class includes students from different cultural backgrounds. Several of the students don’t get along and insist on seating arrangements that separate students along ethnic backgrounds, and often make derogatory remarks. How can the teacher best respond to these tensions? A. Have students work in groups with peers that reflect their preferences. B. Reward those students who exhibit positive behavior toward their peers to show other students what is expected behavior. C. Have students work on a set of guidelines that reflects the expected behavior in the classroom, including positive interactions with all students, and insist that all students adhere to the guidelines. D. Base student’s grades for group work on group-based collaboration.
Answer A is not an appropriate answer. The teacher cannot have students work in groups that reflect their preferences. It is clear that some students don’t get along and will not make the decision on their own to be integrated with other students. The teacher must be proactive.
Answer B sounds like a good answer. But again, the teacher is not being proactive. Some students may be rewarded for positive behavior toward their peers but this does not necessarily require a commitment from some of the students to respond to the tensions in the classroom.
Answer D is not a good answer. Simply giving students a grade based on collaboration does not directly address the issues in the classroom.
Answer C is the best answer. This is a proactive strategy where students must engage in finding a solution to the problem through discussion and collaboration.
3. A second-grade beginning teacher requests assessment results from the previous year for those students assigned to her for a variety of purposes. Which is the most appropriate way to use the information? A. Determine if this is the best assessment to use with students in her class. B. Determine which students need more support from the resource teacher in the school C. Determine group assignments for the various types of learning activities. D. Plan instruction according to the strengths and need of the students
The Assessment has already been conducted and the results are available to the teacher. This is not the time to question whether the best assessment was used with the students in the class. The question whether the best assessment was used with the students in the class. The question is “ which is the most appropriate way to use the information?” Answer A does not address the question, so is not the correct answer.
Answers B and C could be possible answers but are too narrow. Assessment results should not be used only to determine which students needs more support from the research teacher or to determine group placement
Certainly, the teacher must plan instruction according to the strength and needs of the students, which may include placement in appropriate groups and determining which students need more support from the resource teacher. This is the main purpose of assessment. Thus, D is the best answer.
4. A sixth-grade teacher has been preparing a lesson about earthquakes and downloads photos from a Web site on the Internet to illustrate a number of important concepts. She plans to display these photos using a bulletin board in the hallway right outside her classroom. Which of the following is the lost important reason for the teacher to identify the Web site for each photo before placing the pictures on the bulletin board? A. The teacher is modeling the importance of citing sources for someone else’s work B. Other people interested in similar photos can find the Web site easily and refer to it. C. It will identify interesting Web sites for other teachers in the building to use in their classes. D. The teacher will remember where the photos came from for the following year.
All of the answers appear to be appropriate. However, the most important reason why the teacher must identify the Web site for each photo before placing the pictures on the bulletin board is to model the importance of citing sources for someone else’s work Thus A is the best answer.
5. A second-grade teacher is planning parent’s night at the beginning of the year to get to know the parents of the children in her class. She would like to use this opportunity to get to know the parents and recruit volunteers to assist parent’s night to recruit parents as volunteers? A. Provide examples of how parents at another school are engaged in a variety of activities in the classroom. B. Share her goals for all students for the year and how the students, teacher, and parents can assist in attaining those goals C. Prepare a sign-in sheet for parents to identify their educational levels and areas of interest. D. Discuss her success as a teacher and her credentials a second-grade teacher.
What the teacher is trying to do is to get to know the parents and recruit volunteers to assist. Certainly, she does not want to emphasize what other parents in other school are doing. She needs to emphasize her needs and the needs in her particular classroom. Therefore, answer A is incorrect.
Asking parents to identify their educational levels is not a good idea. All parents can help in some way, no matter what their educational level may be. Thus, C is not the correct answer.
Emphasizing her success as a teacher and her credentials is not necessarily going to appeal to parents and encourage them to volunteer. Answer D is certainly not a good answer.
Sharing her goals for all students, teacher, and parents can assist in attaining those goals is a much mor effective strategy for recruiting students. Thus, B is the best answer.
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