ICTS Assessment of Professional Teaching Tests 101-104 Teacher Certification, 2nd Edition (XAM ICTS)

Table of Contents......Page 4
Study Tips......Page 26
Testing Tips......Page 29
Skill 1.1 Demonstrates knowledge of human development, learning theory, neural science, and the ranges of individual variation within each domain.......Page 30
Skill 1.2 Demonstrates knowledge of how students construct knowledge, acquire skills, and develop habits of mind......Page 33
Skill 1.3 Identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes......Page 34
Skill 1.4 Demonstrates understanding of the cognitive processes associated with various kinds of learning and how these processes can be stimulated and developed......Page 36
Skill 1.5  Demonstrates knowledge of the interaction among students' physical, social, emotional, ethical, and cognitive development and students' approaches to learning and performance.......Page 40
Skill 1.6 Recognizes key aspects of the disciplinary and interdisciplinary approaches to learning and how they relate to life and career experiences......Page 41
Skill 2.1 Demonstrates understanding of how students' development, behavior, and learning are influenced by individual experiences, talents, and prior learning, as well as language, culture, family background, and community values......Page 44
Skill 2.3 Recognizes the effects of behavior on learning and the differences between behavioral and emotional disorders......Page 45
Skill 2.4 Demonstrates knowledge of the effects of sensory input on the development of language and cognition of students with sensory impairments, including the effects on cultural development and familial structures......Page 48
Skill 3.1 Demonstrates understanding of variations in beliefs, traditions, and values across cultures within society and the effects of the relationships among child, family, and schooling on behavior and learning......Page 50
Skill 3.2 Demonstrates knowledge of cultural and community diversity through a well-grounded framework, and demonstrate understanding of how to learn about and incorporate students' experiences, cultures, and community resources into instruction......Page 51
Skill 3.3 Recognizes personal attitudes and biases that affect acceptance of individuals with disabilities, individuals of differing gender and sexual orientation, and individuals with various cultural, racial, linguistic, religious, and socioeconomic backgrounds......Page 53
Skill 3.4 Identifies a variety of instructional approaches that promote social interaction between students with disabilities and students without disabilities......Page 54
Skill 3.5 Demonstrates knowledge of strategies for facilitating a learning community in which individual differences of students and their families are respected, regardless of race, culture, religion, gender, sexual orientation, socioeconomic background, and/or varying abilities......Page 56
Skill 4.1 Demonstrates understanding of assessment as an educational process; measurement theory and assessment-related issues such as validity, reliability, bias, and scoring; the purposes, characteristics, strengths, and limitations of different kinds of assessments; and terminology used in assessments......Page 58
Skill 4.2 Demonstrates knowledge of how to select, construct, and use a variety of formal and informal assessment instruments, technologies, and strategies, including self-assessment, to diagnose and evaluate students' learning needs and progress, align and modify instruction, design and evaluate teaching strategies, and match the purposes of assessment......Page 60
Skill 4.3 Demonstrates knowledge of appropriate methods and technologies for monitoring and analyzing changes in individual and group behavior and performance across settings, curricular areas, and activities; gathering background information regarding academic history; creating and maintaining useful and accurate records of students' work and performance; and communicating students' progress knowledgeably and responsibly to students, parents/guardians, and colleagues......Page 64
Skill 4.4 Demonstrates knowledge of nondiscriminatory assessment strategies and instruments that take into consideration the effect of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students......Page 65
Skill 4.5 Applies strategies for modifying and adapting formal tests, including accommodations and modifications of national, state, and local assessments and the Illinois Alternative Assessment......Page 66
Skill 4.6 Develops individualized assessment strategies for instruction......Page 67
Skill 4.7 Demonstrates understanding of how to interpret information obtained from formal and informal assessment instruments and procedures (e.g., age/grade scores, stanines, standard error of measurement), teachers, other professionals, students with disabilities, and parents/guardians to design instruction that meets learners' current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development......Page 68
Skill 5.1 Identifies learning materials and experiences that are chronologically age appropriate; developmentally and functionally valid; appropriate for the discipline and curriculum goals; interdisciplinary; relevant to students' prior knowledge; responsive to students' learning styles, strengths, and needs; reflective of the principles of effective instruction; and supported by research and that have been evaluated for comprehensiveness, accuracy, and usefulness......Page 73
Skill 5.2 Demonstrates understanding of how to structure instruction and design learning tasks and assignments to reflect higher-level thinking skills; stimulate student reflection on prior knowledge; link new ideas to already familiar ideas and experiences; promote students' skills in the use of technologies; and reflect an expectation for students to intellectually access, evaluate, and use information to solve problems and make decisions in all subject areas......Page 77
Skill 5.3 Demonstrates understanding of the principles and processes for creating short- and long-term plans consistent with curriculum goals, learner diversity, and learning theory to achieve expectations for students' learning......Page 81
Skill 5.4 Recognizes effective strategies for using information about students' individual experiences, families, cultures, and communities as a basis for connecting instruction to students' experiences and enriching instruction......Page 83
Skill 5.5 Demonstrates knowledge of how to take the contextual considerations of instructional materials, individual students' interests, and career needs into account in planning instruction that creates an effective bridge between students' experiences and career and educational goals......Page 87
Skill 6.1 Demonstrates understanding of techniques for modifying instructional methods, curricular materials, and the environment to meet learners' needs that are appropriate to those learners' ages and skill levels......Page 88
Skill 6.2 Demonstrates knowledge of methods for including student development factors when making instructional decisions......Page 89
Skill 6.3 Demonstrates understanding of how to develop and adjust plans and strategies based on students' responses and provide for different pathways based on students' needs......Page 90
Skill 6.4 Demonstrates knowledge of methods for developing and/or selecting relevant instructional content, materials, resources, and strategies that respond to cultural, linguistic, gender, and learning style differences and that reflect individualized education goals and benchmarks......Page 94
Skill 6.5 Recognizes the principle of partial participation as it is used in the planning of instruction for all students......Page 95
Skill 7.3 Demonstrates knowledge of methods for developing a variety of clear, accurate presentations and representations of concepts, using alternative explanations at different levels of complexity to help students develop conceptual understandings, and presenting diverse perspectives to encourage critical thinking......Page 96
Skill 7.5 Recognizes the variety of the teacher's role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students......Page 97
Skill 8.1 Demonstrates understanding of the scope and sequence of the general curriculum, including language arts and mathematics......Page 99
Skill 8.3 Demonstrates understanding of the central concepts of language arts (e.g., reading, writing, speaking, listening) and mathematics (e.g., numeration, geometry, measurement, statistics and probability, algebra)......Page 100
Skill 8.5 Recognizes effective methods for developing a curriculum that reflects the principles of scope and sequence and demonstrates an interconnection among subject areas that reflects life and career expectations......Page 124
Skill 9.1 Demonstrates understanding of basic principles and theories of classroom management and strategies and methods for creating a learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities......Page 125
Skill 9.2 Demonstrates knowledge of strategies for individual behavior management; crisis prevention and intervention; conflict resolution; appropriate, non-aversive, least-intrusive procedures for managing spontaneous behavioral problems; and procedures to help individuals develop self-awareness, self-control, self-reliance, self-esteem, and self determination and manage their own behavior......Page 129
Skill 9.3 Recognizes the characteristics of environments, including materials, equipment, and spatial arrangements, that facilitate all students' development, learning, motivation, engagement in productive work, positive behavior, and social relationships......Page 135
Skill 9.4 Demonstrates knowledge of methods for organizing, allocating, and managing time, routines, transitions, materials, and physical space to provide active and equitable engagement of students in productive tasks; maximizing the amount of class time spent in learning; and facilitating appropriate behaviors, development, and learning for students with diverse learning characteristics......Page 137
Skill 9.5 Recognizes effective methods for coordinating, training, monitoring, directing the activities of, evaluating, and providing feedback to paraeducators, volunteers, and/or peer tutors and facilitating the integration of related services into the instructional program......Page 140
Skill 10.2 Analyzes factors that influence motivation and engagement and help students become self-motivated......Page 141
Skill 10.3 Demonstrates knowledge of strategies for engaging students in and monitoring individual and group learning activities that help them develop the motivation to achieve......Page 142
Skill 10.4 Identifies and evaluates appropriate reinforcers to enhance learning and motivation......Page 144
Skill 10.5 Demonstrates knowledge of effective methods for collaborating with parents and educators in the use of specific academic or behavior management strategies and counseling techniques......Page 146
Skill 11.1 Demonstrates knowledge of effective methods and strategies for teaching social skills development to all students......Page 149
Skill 11.2 Demonstrates understanding of strategies for preparing individuals to live harmoniously and productively in a multiethnic, multicultural, and multinational world......Page 150
Skill 11.3 Recognizes effective strategies for helping students work cooperatively and productively in groups......Page 152
Skill 11.4 Demonstrates knowledge of methods for designing, implementing, and evaluating instructional programs that enhance an individual's social participation in family, school, and community activities......Page 153
Skill 12.1 Recognizes methods for establishing and communicating expectations for students' learning......Page 154
Skill 12.3 Identifies ways to enhance a reinforcer's effectiveness in instruction......Page 155
Skill 12.4 Demonstrates understanding of strategies for maintaining proper classroom decorum......Page 156
Skill 12.5 Demonstrates understanding of teachers' attitudes and behaviors that can positively or negatively influence the behavior of all students......Page 157
Skill 13.1 Demonstrates understanding of the processes and skills necessary to initiate collaboration with others (e.g., individual students, parents/guardians, families, school and community personnel) and create situations in which collaboration will enhance students' learning in aculturally responsive program.......Page 160
Skill 13.4 Demonstrates knowledge of strategies for communicating and collaborating effectively with parents/guardians and other members of the community from diverse home and community situations, encouraging and supporting families' participation in their children's programs, and developing cooperative partnerships to promote students' learning and well-being......Page 162
Skill 14.1 Demonstrates knowledge of family systems theory and dynamics and diversity in family structures and beliefs......Page 163
Skill 14.2 Demonstrates understanding of the benefits, barriers, and techniques involved in parent/family relationships......Page 164
Skill 14.3 Recognizes effective strategies for developing relationships with parents/guardians to acquire an understanding of the students' lives outside of the school in a professional manner that is fair and equitable......Page 166
Skill 14.4 Identifies community resources that enhance students' learning and provide opportunities for students to explore career opportunities......Page 167
Skill 14.5 Demonstrates understanding of school- and work-based learning environments and the need for collaboration with business organizations in the community......Page 168
Skill 15.1 Demonstrates understanding of the unique characteristics of education as a profession, the continuum of lifelong professional development, and the importance of creating a professional development plan that includes activities to remain current regarding research-validated practices.......Page 169
Skill 15.2 Demonstrates understanding of the role of reflection on one's practice as an integral part of professional growth and improvement of instruction; central concepts and methods of inquiry that provide for avariety of self assessment and problem-solving strategies for reflecting on practice; methods for using classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice; and strategies for assessing one's own needs for knowledge and skills related to teaching a diverse population of students and seeking assistance and resources.......Page 170
Skill 15.3 Identifies major areas of research on the learning process and resources that are available for professional development; opportunities for seeking and sharing collaboratively a variety of instructional resources with colleagues; and strategies for accessing, evaluating, and using information to improve learning and teaching......Page 171
Skill 15.4 Recognizes the benefits of participating in professional collaboration, dialogue, mentoring relationships, and continuous learning to solve problems, generate new ideas, share experiences, and seek andgive feedback and of contributing knowledge and expertise about teaching and learning to the profession......Page 173
Skill 15.5 Recognizes the benefits of participating in courses and other professional development activities to enhance teaching and learning; initiating and developing educational projects and programs; actively participating in or leading such activities as curriculum development, staff development, and student organizations; and serving on curriculum committees and policy design and development committees to develop single-subject and cross-subject teaching goals and objectives......Page 175
Skill 15.6 Demonstrates understanding of the importance of active participation and leadership in professional organizations, and makes use of resources and activities offered by professional and trade organizations, including those that benefit individuals with disabilities and their families, to improve teaching and learning.......Page 176
Skill 16.1 Demonstrates understanding of schools as organizations within the larger community context, school policies and procedures, and how school systems are organized and operate......Page 177
Skill 16.4 Demonstrates knowledge of codes of professional conduct, legal directives, rules and regulations, and school policy and procedures; respecting the boundaries of professional responsibilities; and exercising objective professional judgment when working with students, colleagues, and families......Page 179
Skill 16.5 Demonstrates knowledge of the effects of teacher attitudes and behaviors, including personal and cultural perspectives and biases that affect one's teaching and interactions with others, on all students; and demonstrate respect for individual students and their families, regardless of race, culture, religion, gender, sexual orientation, socioeconomic background, and/or varying abilities......Page 184
Skill 16.6 Recognizes signs of emotional distress, child abuse, and neglect and follow procedures for reporting known or suspected abuse or neglect to appropriate authorities......Page 185
Skill 17.1 Demonstrates knowledge of communication theory, language development, and the role of language in learning as well as communication modes and patterns of individuals with varying abilities......Page 189
Skill 17.2 Demonstrates understanding of how cultural and gender differences affect communication......Page 191
Skill 17.4 Demonstrate understanding of the needs for literacy development in general and in specific disciplines or at specific grade levels......Page 192
Skill 17.5 Demonstrates understanding of the effects of second-language acquisition on communication patterns......Page 194
Skill 18.2 Identifies effective strategies for communicating with and challenging students in a supportive manner, and provide students with constructive feedback......Page 196
Skill 18.3 Recognizes a variety of communication modes and tools that can be used to communicate effectively with a diverse student population and enrich learning opportunities......Page 197
Skill 18.4 Demonstrates knowledge of effective listening, conflict resolution, and group-facilitation skills......Page 200
Skill 18.5 Demonstrates understanding of how to analyze an audience to determine culturally appropriate communication strategies and to share ideas effectively in both written and oral formats with students and their families, other faculty and administrators, and the community and business in general......Page 201
Skill 18.6 Demonstrates knowledge of how to use diverse instructional strategies and assessments that include an appropriate balance of direct instruction, discussion, activity, and written and oral work......Page 202
Skill 19.1 Demonstrates knowledge of methods for creating varied formal and informal opportunities for all students to use effective written, verbal, nonverbal, and visual communication using appropriate materials......Page 203
Skill 19.2 Demonstrates understanding of effective literacy techniques that activate prior student knowledge and build schema to enhance comprehension of text, and that make reading purposeful and meaningful......Page 204
Skill 19.4 Identifies a variety of resources that can be used to enhance students' learning from reading, writing, and oral communication......Page 206
Skill 19.5 Demonstrates knowledge of methods for helping students understand a variety of modes of writing (e.g., persuasive, descriptive, expository, narrative)......Page 207
Skill 19.6 Demonstrates understanding of the process of second-language acquisition and strategies to support the learning of students whose first language is not English......Page 208
Skill 20.2 Demonstrates knowledge of how to use computer systems to run software; access, generate, and manipulate data; and publish results......Page 209
Skill 20.4 Recognizes the social, ethical, legal, and human issues related to computing and technology, including the uses and effects of computers and technology in education, business and industry, and society......Page 213
Skill 20.5 Recognizes the historical development and important trends affecting the evolution of technology and its probable future roles in society......Page 214
Skill 20.6 Identifies strategies for facilitating consideration of ethical, legal, and human issues involving school purchasing and policy decisions......Page 215
Skill 21.1 Demonstrates knowledge of how to use technology in communicating, collaborating, conducting research, and solving problems......Page 217
Skill 21.2 Identifies computer and other related technology resources for facilitating distance and lifelong learning......Page 218
Skill 21.3 Demonstrates knowledge of how to use computers and other learning technologies to support problem solving, data collection, information management, communications, presentations, and decision making......Page 219
Skill 21.4 Demonstrates knowledge of productivity tools used for word processing, database management, spreadsheet applications, and the creation of basic multimedia presentations......Page 220
Skill 21.5 Recognizes socially responsible, ethical, and legal uses of technology, information, and software resources (e.g., application of copyright laws)......Page 221
Skill 21.6 Applies information literacy skills to access, evaluate, and use information to improve teaching and learning.......Page 223
Skill 22.1 Demonstrates knowledge of strategies and criteria for exploring, evaluating, and using computer and technology resources, including applications, tools, educational software, and associated documentation.......Page 224
Skill 22.2 Identifies current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum......Page 226
Skill 22.3 Demonstrates an understanding of methods for designing, implementing, and assessing student learning activities that integrate computers and technology for a variety of student-grouping strategies and for diverse student populations......Page 228
Skill 22.4 Demonstrates awareness of resources for adaptive and assistive devices for students with special needs......Page 229
Skill 22.5 Demonstrates knowledge of methods for designing policies and learning activities that foster equitable, ethical, and legal use of technology resources by students......Page 230
Skill 23.1 Recognizes advanced features and uses of technology-based productivity tools, including word processing, desktop publishing, graphics programs, spreadsheets, databases, and teacher utility and classroom management tools.......Page 232
Skill 23.3 Recognizes features and uses of telecommunications tools and resources (e.g., e-mail, Web browsers, online search tools) for information sharing, remote information access and retrieval, and multimedia and hypermedia publishing......Page 233
Skill 23.5 Selects appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose......Page 234
Skill 23.6 Demonstrates knowledge of strategies for collaborating with online workgroups to build bodies of knowledge about specific topics......Page 235
Sample Test......Page 236
Answer Key......Page 259
Rationales for Sample Questions......Page 260
SAMPLE CONSTRUCTED ESSAY......Page 294
STATE MAJOR COMPONENTS RETAINED AND CHANGES OF IDEA 2004......Page 299