Teacher Certification Test - EAS NYSTCE

 

New York State Educating All Students Test- EAS -201:

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS™

FIELD 201: EDUCATING ALL STUDENTS (EAS)

TEST DESIGN

This test consists of selected-response items and constructed-response items. Each

constructed-response item will share scenario-based stimulus material with several selected-

response items.

The selected-response items count for 70% of the total test score and the constructed-response items count for 30% of the total test score, as indicated in the table that follows. Each selected-response item counts the same toward the total test score. The percentage of the total test score derived from each of the constructed-response items is also indicated in the table that follows. The total testing time is 135 minutes. Candidates are free to set their own pace during thetest administration. 

The following estimates were used to determine the total test time:

· Each constructed-response item is designed with the expectation of a response up to

10 minutes.

· The selected-response items are designed with the expectation of response time up

to 105 minutes.

Further information regarding the content of each competency can be found in the test

framework.

Diverse Student Populations
English Language Learners
Students with Disabilities and Other Special Learning Needs
Teacher Responsibilities
School-Home Relationships

The New York State educator has the professional and pedagogical knowledge and skills

necessary to teach all students effectively in New York State public schools. The teacher

is familiar with and knows how to use research-validated instructional strategies that are

responsive to the characteristics and learning needs of students with a broad range of

backgrounds and needs. The teacher knows his or her legal, ethical, and professional

responsibilities in education-related situations involving students, parents/guardians, and

others in the school community and acts in accordance with these responsibilities. The

teacher also understands the importance of parent/guardian involvement in children's

education and is able to use skills and strategies to communicate and collaborate

effectively with parents/guardians in support of student learning.

As used in this document, the term "research-based" refers to those practices that have

been shown to be effective in improving learner outcomes through systematic observation

or experiment, rigorous data analysis, ability to replicate results, and publication in a peer-

reviewed journal. "Evidence-based" refers to strategies empirically shown to improve

learner outcomes, though not necessarily based on systematic experiments or published

in a peer-reviewed journal.

COMPETENCY 0001—DIVERSE STUDENT POPULATIONS

Performance Expectations

The New York State educator understands the characteristics, strengths, and needs of all

student populations and effectively uses knowledge of diversity within the school and the

community to address the needs of all students, to create a sense of community among

students, and to promote students' appreciation of and respect for all students in their diversity. 

FIELD 201: EDUCATING ALL STUDENTS (EAS)
TEST FRAMEWORK

1. Demonstrates an understanding of appropriate strategies to enhance knowledge of students (e.g., learning about students' family situations, cultural backgrounds, individual needs, gifts and talents, and personal interests) and to promote a sense of community among diverse individuals and groups in the classroom.

2. Engaging in self-reflection to enhance one's interactions with all students and strengthen classroom practices

3. Applies knowledge of research- or evidence-based strategies, including utilizing universal design principles, for teaching and working effectively and inclusively with all students (e.g., students from all cultures and backgrounds, students of different genders and sexual orientations, students from homes where English is not the primary language or where a variant form of English is used).

4. Effectively and inclusively with students from various social and economic circumstances and students with diverse family and living arrangements (e.g., students who are homeless; students who are in foster care; students with interrupted, limited, or no formal education).

5. Strategies for selecting, modifying, and implementing curriculum and instruction for students who are gifted and talented.

6. Using and adapting fair, equitable, and appropriate classroom assessment practices to inform instruction.

7. Understanding and appreciation of diversity (e.g., infusing diverse perspectives throughout the curriculum) and for using the diversity that exists in the classroom and the community to enhance all students' learning.

8. Culturally responsive classroom environments in which diversity is valued and respected promote student achievement and positive student experiences.

9. working collaboratively within the school environment and for identifying and incorporating additional school-based and community-based resources to enhance learning for diverse student populations.

10. Creating a safe, supportive, and positive classroom environment for all students, including students with special learning needs and English Language Learners, and for ensuring that these students are an integral part of the general education classroom and participate to the greatest extent possible in all classroom activities.

COMPETENCY 0002—ENGLISH LANGUAGE LEARNERS
Performance Expectations

The New York State educator understands the characteristics, strengths, and needs of

English Language Learners and effectively uses this knowledge to assist in developing their

language and literacy skills and promoting their achievement of learning standards in all

content areas.

1. Identifies stages and patterns of first- and second-language acquisition and analyzes factors that affect students' English language acquisition and

development (e.g., cognitive learning styles and strategies; cultural background; exceptionalities; prior experiences with the second language; interrupted, limited, or no formal education; teacher expectations; classroom environment; primary language; literacy in the primary language).

2. Benefits of bilingualism and bilingual programs and the importance of viewing use of the primary language as a right and as an asset for English Language Learners.

3. Applies knowledge of the legal rights of English Language Learners and ethical considerations related to the education of English Language Learners.

d. Promoting English Language Learners' development of oral and written language proficiency in English, including adapting teaching strategies and materials.

4. English literacy development for native English speakers and for English Language Learners, including how literacy development in the primary language influences literacy development in English, and applies strategies for helping English Language Learners transfer literacy skills in the primary language to English.

5. Research-based instructional strategies (e.g., providing scaffolding, using authentic tasks) for promoting literacy for English Language Learners at all stages of literacy development.

6. Literacy skills and for teaching English Language Learners how to use literacy skills as tools for learning.

7. Evaluating, selecting, creating, and adjusting instructional materials and strategies and assessment systems and practices to meet the learning needs of English Language Learners and to promote their achievement of learning standards in all content areas.

8. Consulting and collaborating with students' families and support networks and with educators in the English as a Second Language (ESL) and/or bilingual education programs to meet the needs of English Language Learners and to promote their English language skills and academic progress. 

COMPETENCY 0003—STUDENTS WITH DISABILITIES AND OTHER SPECIAL
LEARNING NEEDS

The New York State educator understands the characteristics, strengths, and needs of
students with disabilities and other special learning needs and effectively uses this
knowledge to help students reach their highest levels of achievement and independence.

a. Demonstrates an understanding of types of disabilities and other special learning needs and the implications for teaching and learning associated with these
differences

b. Select, modify, and implement curricula, assessments, materials, technology, and equipment to meet the individualized needs of students with disabilities and other special learning needs.

c. Importance of and strategies for consulting and collaborating with specialists who can assist in the identification of appropriate resources, technology (including assistive technology), and instruction to meet the individualized needs of students with disabilities and other special learning needs.

d. Federal and state laws, policies, and regulations (e.g., individuals with Disabilities Education Act [IDEA], Section 504 of the Rehabilitation
Act of 1973) and ethical considerations (e.g., confidentiality rights and responsibilities of stakeholders) related to the education of students with disabilities.

e. Identifies teacher responsibilities and requirements in working with students with disabilities and other special learning needs, including providing increasingly

intensive supports and interventions through response to intervention (RtI) and positive behavioral interventions and supports (PBIS) to support struggling learners and ensure appropriate referrals for special education, requesting referrals of students who are suspected of having disabilities, participating on the Committee on Special Education, and developing and implementing Individualized Education Programs (IEPs).

f. Effectively integrating recommendations from IEPs into instructional activities and daily routines.

g. Basic service delivery models for students with disabilities and other special learning needs and of strategies and resources (e.g.,

special education staff, specialized support staff) for supporting instruction in integrated settings.

COMPETENCY 0004—TEACHER RESPONSIBILITIES

Performance Expectations

The New York State educator understands rights and responsibilities in situations involving

interactions between teachers and students, parents/guardians, community members,

colleagues, school administrators, and other school personnel.

Performance Indicators

a. Applies knowledge of laws, policies, and regulations related to students' rights in various situations (e.g., in relation to testing accommodations and right to services, due process, discrimination, bullying, harassment, confidentiality, discipline, privacy).

b. Applies knowledge of a teacher's responsibilities in various situations (e.g., advocating to meet student needs, reporting potential abuse, addressing safety

issues).

c. Applies knowledge of the rights and responsibilities of parents/guardians in various education-related situations (e.g., in relation to student records, school attendance, input into educational decisions).

d. Analyzes the appropriateness of a teacher's response to a parent/guardian, a community member, another educator, or a student in various situations.

COMPETENCY 0005—SCHOOL-HOME RELATIONSHIPS

Performance Expectations

The New York State educator understands effective strategies for promoting positive and

productive relationships and interactions between the school and home to enhance student

learning.

a. identifies strategies for initiating and maintaining effective communication between the teacher and parents/guardians to promote student development and

achievement.

b. Communication or collaboration with parents/guardians (e.g., accessibility, responsiveness, cross-cultural understanding) in given situations (including parent-teacher conferences).

c. Communication needs of parents/guardians (e.g., the use of interpreters and translated documents) and for inviting parents/guardians to share information to enhance student learning.

d. Ensuring that parents/guardians of all students are encouraged to participate as active members in school-based decision making

e. Encouraging parents/guardians to participate in and contribute to their children's education and for collaborating with parents/guardians to reinforce in-school learning outside the school environment.

Diverse Student Populations:

Understanding Students' Diverse Backgrounds And Needs 
Self-Education:

Educating oneself on students' diverse backgrounds and needs enhances one's overall understanding of their students and creates a culturally sensitive, accepting classroom environment tailered to students' individual needs. There are several avenues through which teachers should educate themselves in an effort to build an accepting and respectful classroom climate. Communication is key for learning about diversities; thus, it is important for teachers to cultures, beliefs, lifestyles, and needs that exist within their classroom. This could include learning some language of students with different cultural backgrounds, attending family nights at school, or participating in social events within their students' communities to integrate themselves into the culture. Furthermore, teachers can learn more about their students' backgrounds and needs through gaining an understanding of student differences, incorporating these diversities into the curriculum, and encouraging students to participate in laerning by sharing aspects of their lives with the class.

Teaching Learning and Classroom Climate Benefits:

A deep understanding of students' diverse backgrounds and needs provides multiple benefits for teaching, learning, and overall classroom climate. Knowledge of students' diversities allows teachers to understand the individual needs and abilities of their students, and tailor instruction accordingly to maximize student development and achievement. Additionally, it allows teachers to know which authentic materials to incorporate in lessons and instructions to best create an engaging, relevant, and respectful learning experience that fosters student interest in learning and promotes success. Furthermore, by enhancing understanding of students' diverse backgrounds and needs, teachers consequently begin to model an attitude of inclusivity, acceptance, and respect for differences, which is then reflected by students and achieves a positive, welcoming classroom climate that promotes diversity.