Exam Preparation

ABCTE’s Prepare to Teach Workshops will not only help teaching candidates prepare for the Professional Teaching Knowledge Exam, but will also provide sound, practical advice to help teachers succeed once they are certified and in the classroom. In total, the workshops will consist of over 300 pages of content divided across ten topics, each with high-quality video case studies that demonstrate and reinforce the concepts discussed. These workshops are available online at any time so candidates can move at their own pace.

All enrolled candidates will receive complimentary access to ABCTE’s online Prepare to Teach Workshops. Access the workshops at http://www.abcte.org/courses/prepare-to-teach/index.html and login with your MyPass username and password.

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A graphic aid for using Bloom's taxonomy to design course activities.

This page on TeacherVision's website features many resources organized under the categories of "The Art of Teaching," "Assessment," "Behavior Management," "Classroom Organization" and "Working with Parents."

This book presents the foundation of the principles of Direct Instruction. These are presented in strategies and templates for various areas of instruction and support systematic, consistent teaching.

Despite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educational doctrine appears to underlie this anomalous state of affairs. Termed developmentalism, it presumes "natural" ontogenesis to be optimal and it requires experimentally demonstrated teaching practices to overcome a presumption that they interfere with an optimal developmental trajectory.

In this article Rick Wormeli makes the argument that, in order to differentiate instruction, teachers should be experts in four areas: the students, the curriculum, cognitive theory,and differentiated instruction practices.

ERIC provides free access to more than 1.2 million bibliographic records of journal articles and other education-related materials and, if available, includes links to full text. ERIC is sponsored by the U.S. Department of Education, Institute of Education Sciences (IES).

The practices described in this booklet can generally be applied to classroom subjects in primary and secondary schools. They show large, positive learning effects for students in widely varying conditions. Educators may find the many references valuable in investigating the applicability of the practices in their particular circumstances. As with all educational practices, of course, they can be effectively or ineffectively planned and conducted, and the results may vary accordingly.

This book covers the qualities of the effective teacher, understanding students, goals and objectives, unit- and lesson-planning, classroom management, direct instruction strategies, indirect instruction strategies, self-directed learning, cooperative learning, and assessing learners.

Glossary of Education Terms

The five sections of this resource present a definition of graphic organizers, a sampling of different types and their applications, a discussion of the research evidence for their effectiveness, useful Web resources, and a list of referenced research articles.

The New Teacher Hotline features Dr. Glen Moulton, a supervisor of instruction and lifelong teacher trainer, and Michael Kelley, the author of Rookie Teaching for Dummies. These two hosts use their knowledge and experiences to provide straight-forward and practical tips and strategies to new teachers.

You can either listen right from the web site or download the podcast from iTunes and listen on the go! And best of all, this resource is absolutely free!

This issue of Noteworthy offers guidance to help local educators, teachers and administrators achieve the fundamental goal of the No Child Left Behind Act: improved learning for all students.

This book focuses on reading failure, a common problem, and demonstrates that small classes, teacher aides, individual tutoring, and other approaches can help children at educational risk.

Schools are inundated with research that promises to improve achievement. Yet when programs are implemented results always seem to fall short. How can it be in school after school, year after year? The answer depends on whom you ask.

This book provides the information you need to better understand and evaluate educational innovations. The authors offer descriptions, summary charts, and research about programs and practices that have had nationwide impact. It helps you separate fact from fiction about programs and practices intended to improve student achievement in your school.

This lengthy document examines educational research and describes best practices in three major areas: effective teaching principles, effective lesson structures, and critical presentation techniques.

Gain the upper hand on your first day of school. Written by the Coordinator of Preparation for the American Board, this friendly guide reveals what they don't teach you in education classes, offering practical advice and tons of real-life examples to help you set up and maintain an orderly classroom, engage your students, establish a grading system, and develop positive relationships with parents and school administrators. Furthermore, the book addresses issues for both elementary and secondary teachers, rather than just one group, as is typical of contemporary teacher instruction texts.

This booklet is a synthesis of principles of effective teaching that have emerged from research in classrooms. It addresses generic aspects of curriculum, instruction, and assessment, as well as classroom organization and management practices that support effective instruction. It focuses on learning outcomes but with recognition of the need for a supportive classroom climate and positive student attitudes toward schooling, teachers, and classmates.

"Parents, policymakers, and taxpayers would expect any well-trained educator to know the answer to the question ... What really works in the classroom? But most educators in fact cannot. That's because they have been taught teaching practices that are at odds with ones that are known to work."

The What Works Clearinghouse (WWC) was established in 2002 by the U.S. Department of Education's Institute of Education Sciences (IES) to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education.

The purpose of this publication is to provide educators with instructional strategies that research shows have the greatest likelihood of positively affecting student learning. The guidance offered in this manual builds on years of practical experience and efforts to synthesize the research on teaching by the Mid-continent Research for Education and Learning (McREL).

Any school in the United States can operate at advanced levels of effectiveness-if it is willing to implement what is known about effective schooling. "If we follow the guidance offered from 35 years of research," says author Robert J. Marzano, "we can enter an era of unprecedented effectiveness for the public practice of education." In What Works in Schools: Translating Research into Action, Marzano synthesizes that research to provide clear and unequalled insight into the nature of schooling.