FTCE Professional Education Test

by Barry, Leasha M.

• ISBN13: 9780738602806
• ISBN10: 0738602809
• Format: Paperback
• Copyright: 2006-11-16
• Publisher: Research & Education Assn

Summary

REA '¦ Real review, Real practice, Real results. Take your teaching career to the head of the class. FTCE Professional Education Test -4th Edition For Florida Licensure Are you prepared to excel on the FTCE? * Get to know the test, how it is scored, and much more. * Set up a study schedule by following our flexible, results-driven timeline. * Take one of the practice tests to discover what you know and what you should know. * Use REA's advice to ready yourself for proper study and success. Sharpen your knowledge and skills * The book's comprehensive review features coverage of all relevant exam topics and Florida's 14 competencies, including key pedagogical concepts, theories, and relevant laws. * Lessons reinforce necessary skills. * Key tutorials enhance specific abilities needed on the test. * Targeted drills increase comprehension and help organize study. Practice for real * Create the closest experience to test-day conditions with two full-length practice tests *Chart your progress with full and detailed explanations of all answers. * Boost your confidence with test-taking strategies and experienced advice. Get to the head of the class! Get certified! REA books and software have proven to be the extra support teacher candidates need to pass their challenging test for state licensure. Our comprehensive study guides are teacher-recommended and written by educators who have mastered the test and the related program of study.

Table of Contents

Passing the FTCE	p. 1
About This Book	p. 3
About the Test	p. 4
How to Use This Book	p. 6
Format of the FTCE	p. 7
Computer-Based Testing	p. 8
About the Review Sections	p. 8
Scoring the FTCE	p. 9
Studying for the FTCE	p. 10
Test-Taking Tips	p. 11
The Day of the Test	p. 12
FTCE Study Schedule	p. 14
Competency 1: Assessment	p. 19
Definition of Competency	p. 19
Purposes of Assessment	p. 20
Norm-Referenced, Criterion-Referenced, and Performance-Based Assessments	p. 21
Creating Classroom (Teacher-Made) Tests	p. 25
Principles of Test Construction	p. 31
Self-Directed Learning and Assessment	p. 32
Test Blueprints	p. 33
Objectives	p. 34
Test Items	p. 35
Constructing Test Questions	p. 38
Interpreting Assessment Data	p. 43
Evaluating and Revising Tests	p. 44
Preparation for Testing	p. 48
Test Administration	p. 50
Formative Feedback	p. 52
Summary	p. 54
References	p. 55
Competency 2: Communication	p. 57
Definition of Competency	p. 57
Principles of Verbal Communication	p. 58
Voice	p. 60
Nonverbal Communication	p. 60
Expectations of Students and Communication	p. 62
Media Communication	p. 63
Effective Use of Language	p. 63
Relationship Between Teachers and Students	p. 64
Connected Discourse	p. 65
Marker Expressions	p. 66
Task Attraction and Challenge	p. 67
Scrambled Discourse, Vagueness, and Question Overload	p. 67
Providing Clear Feedback to Students	p. 68
Make Specific Statements About Students' Responses	p. 73
Methods of Correcting Students' Errors	p. 75
Parent-Teacher Communication	p. 80
References	p. 82
Competency 3: Continuous Improvement	p. 83
Definition of Competency	p. 83
Effective Professional Development	p. 84
Professional Development Delivery Methods	p. 85
Recommended Professional Development Topics	p. 91
Barriers to Professional Development	p. 94
References	p. 97
Competency 4: Critical Thinking	p. 99
Definition of Competency	p. 99
Helping Students Develop Critical Thinking Skills	p. 100
Metacognition	p. 104
Comparison/Contrast	p. 107
Questioning	p. 107
The Six Levels of Taxonomy	p. 108
Creative Thinking	p. 112
References	p. 115
Competency 5: Diversity	p. 117
Definition of Competency	p. 117
Diversity	p. 118
Factors Affecting Learning Style	p. 122
Nature and Nurture	p. 126
References	p. 130
Competency 6: Ethics	p. 131
Definition of Competency	p. 131
What Is Ethics?	p. 132
Ethics and the Education Profession	p. 135
The Code of Ethics of the Education Profession in Florida	p. 138
The Principles of Professional Conduct of the Education Profession in Florida	p. 140
References	p. 144
Competency 7: Human Development and Learning	p. 147
Definition of Competency	p. 147
Physical, Social, and Academic Development	p. 148
Motivational Strategies	p. 155
Accommodating Different Learning Needs, Developmental Levels, and Experiential Backgrounds	p. 160
Applying Learning Theories in the Classroom	p. 166
Students with Disabilities	p. 171
Intervention Strategies for Students with Disabilities	p. 178
References	p. 182
Competency 8: Subject Matter	p. 183
Definition of Competency	p. 183
instructional Methods to Develop Text Reading Skills	p. 185
Developing and Using Content Area Vocabulary	p. 196
Instructional Methods to Facilitate Comprehension	p. 197
Strategies for Developing Critical Thinking Skills	p. 199
Reference Materials and Technology	p. 201
Methods for Differentiating Instruction Based on Data	p. 203
References	p. 210
Competency 9: Learning Environment	p. 213
Definition of Competency	p. 213
Physical Environment	p. 214
Social and Emotional Climate	p. 215
Academic Learning Time	p. 217
Student Behavior	p. 218
Cognitive Development and Moral Decision Making	p. 220
Learning Styles and Personality Types	p. 223
Standards for Classroom Behavior	p. 225
Rules and the Student's Role in Decision Making	p. 227
Rules and School Safety Issues	p. 229
"With It"-ness in the Classroom	p. 233
Procedures for Learning Success	p. 235
Organizing Activities	p. 236
Outcome-Oriented Learning	p. 238
References	p. 242
Competency 10: Planning	p. 243
Definition of Competency	p. 243
Goals	p. 244
Identifying Student Knowledge, Skills, and Attitudes	p. 247
Constructing or Adapting Short-Range Objectives	p. 248
Organizing and Sequencing Short-Range Objectives	p. 249
Choosing Educational Materials	p. 250
Educational Resources	p. 251
Visual Materials	p. 253
Human Resources	p. 255
Planning Processes	p. 256
Teaching Methods	p. 259
Teaching Styles	p. 263
Directions	p. 266
Objectives	p. 267
Performance Standards	p. 268
Supplies	p. 269
Classroom Assessment	p. 270
Practice to Promote Retention and Learning	p. 272
Varying Practice Activities	p. 273
Reinforce Retention of Specific Information	p. 275
Provide a Variety of Activities to Promote Retention	p. 276
Assist Students During Seatwork	p. 277
Practice Activities Promote Long-Term Retention	p. 279
Reviewing Material	p. 280
Recapping Significant Points	p. 283
Thesis, Antithesis, and Synthesis	p. 284
Recapping Discussion and Reviewing Subject Matter	p. 285
End-of-the-Lesson Recap	p. 287
Journal Writing	p. 288
Cooperative Learning	p. 288
Weekly and Monthly Reviews	p. 290
References	p. 294
Competency 11: The Role of the Teacher	p. 295
Definition of Competency	p. 295
The Teacher's Role in Classroom Management	p. 296
Classroom Behavior	p. 302
Behavior Patterns	p. 304
Role of Teachers on Collaborative Teams	p. 306
Recognizing Substance Abuse	p. 312
Behaviors That Indicate a Tendency Toward Substance Abuse	p. 313
Physical and Behavioral Characteristics of Students Under the Influence of Drugs	p. 317
The Use of Referrals	p. 318
Teaching About the Dangers of Substance Abuse	p. 319
Recognizing Abuse and Neglect	p. 321
How to Report Suspicions of Abuse	p. 324
Interpret Criterion-Referenced Assessment Data for Parents	p. 325
Interpret Norm-Referenced Assessment Data for Parents	p. 325
Summary	p. 327
References	p. 328
Competency 12: Technology	p. 329
Definition of Competency	p. 329
Educational Technology in the Primary Classroom	p. 330
Educational Technology in the Secondary Classroom	p. 333
Copyright Laws for Computer Programs	p. 337
References	p. 339
Competency 13: Foundations of Education	p. 341
Definition of Competency	p. 341
A Brief History of the Foundations of American Education	p. 342
References	p. 359
Competency 14: ESOL (English for Speakers of Other Languages)	p. 361
Definition of Competency	p. 361
English for Speakers of Other Languages (ESOL)	p. 362
Definitions of Important ESOL Terms	p. 363
Limited English Proficiency Codes	p. 367
Identification of Potential LEP Students	p. 368
ESOL Program Models in Florida Schools	p. 370
Considerations and Teaching Strategies for ESOL Students	p. 371
Teaching Strategies and Principles for ESOL Students	p. 373
Principles of Second-Language Acquisition	p. 388
Quadrants of Language and Learning	p. 396
Assessment	p. 400
References	p. 404
Practice Tests	p. 407
	p. 409
Multiple-Choice Questions	p. 409
Answers, Sorted by Competency	p. 438
Detailed Explanations of Answers	p. 441
	p. 465
Multiple-Choice Questions	p. 465
Answers, Sorted by Competency	p. 499
Detailed Explanations of Answers	p. 501
Practice Test Answer Sheets	p. 523
Index	p. 529
Table of Contents provided by Ingram. All Rights Reserved.

Excerpts

About This Book This book provides you with an accurate and complete representation of the Florida Teacher Certification Examination (FTCE) Professional Education Test. Inside, you will find topical reviews designed to equip you with the information and strategies needed to pass the exam. REA also gives you two full-length practice tests, which are based on the most recently administered FTCE and contain every type of question that you can expect to encounter on test day. As with the actual test, each of ours takes two and one-half hours to complete. Following each practice test, you will fi nd an answer key with detailed explanations designed to help you better grasp the test material. About the Test Who takes the test, and what is it used for? The FTCE is taken by individuals seeking initial teacher certification in Florida. Educators must pass the Professional Education Test as one of the requirements for their first five-year Florida Professional Certificate. You are eligible to take the test if you meet any one of these criteria: Enrolled in a college or university teacher-preparation program Teaching with provisional certification Making a teaching career change to public school teaching If you donotdo well on the FTCE, don't panic! The test can be taken again, so you can work on improving your score in preparation for your next FTCE. A score on the FTCE that does not match your expectations doesnotmean you should change your plans about teaching. Who administers the test? The FTCE is developed and administered by the Florida Department of Education. A test development process was designed and implemented to ensure that the content and difficulty level of the test are appropriate. When should the FTCE be taken? The test should be taken just before or right after graduation for those seeking certification right out of school. While the FTCE is required to teach in Florida, you may be issued a two-year temporary certificate while completing your teaching requirements and working toward passing the FTCE itself. The FTCE is usually administered four times a year in several locations throughout Florida. The usual testing day is Saturday, but the test may be taken on an alternate day if a conflict, such as a religious obligation, exists. Special accommodations can also be made for applicants who are visually impaired, hearing impaired, physically disabled, or specific learning disabled. To receive information on upcoming administrations of the FTCE, consult the FTCE Registration Bulletin, which can be obtained by contacting: FTCE/FELEPO Box 17900 Tampa, FL 33682-7900 Phone: [phone] Website: www.fi rn.edu/doe/sas/ftcehome.htm The FTCE Registration Bulletin also includes information regarding test retakes and score reports. Is there a registration fee? To take the FTCE, you must pay a registration fee. You may pay by personal check, money order, cashier's check, or Visa or MasterCard. Cash is not accepted. How to Use This Book What do I study first? Read over the reviews and the suggestions for test-taking. Studying the reviews thoroughly will reinforce the basic skills you will need to do well on the exam. Make sure to take the practice tests to become familiar with the format and procedures involved with taking the actual FTCE. To best utilize your study time, follow our FTCE Independent Study Schedule located at the end of this chapter. The schedule is based on a seven-week program, but can be condensed to four weeks if necessary. When should I start studying? It is never too early to start studying for the FTCE. The earlier you begin, the more time you will have to sharpe