NYSTCE EAS (201) Practice Test
If you need help studying for the NYSTCE Education All Students (EAS) test or just want some more information about what the test is like, you’ve come to the right place.
Click below to take a free NYSTCE EAS practice test!
What’s on the Exam?
There are 43 questions on the exam, which are grouped into five competencies, and the time limit is 2 hours and 15 minutes.
The questions are split into two types:
40 questions
Selected-response questions require you to select the correct answer from a list of options. Multiple-choice questions are the most common example, but you may also see true-or-false questions and “matching” questions, which ask you to match terms or concepts with their definitions.
Constructed-Response (CR)
3 questions
Constructed-response questions require you to write your answer instead of selecting from a list of choices. Your responses to these questions are generally expected to be at least a few sentences, but you’ll be given specific details and instructions before you take the test.
Let’s take a closer look at the five competencies on the exam.
- Your knowledge of diversity within a community and school
- Your ability to create a sense of community among a diverse group of students
- Your knowledge of the needs and characteristics of students who are English language learners
- Your ability to promote the development of students’ literacy skills
- Your knowledge of the needs and characteristics of students with disabilities and other special learning needs
- Your ability to effectively help such students reach their highest potential in learning and independence
How to Register
To get started with your registration, you’ll need to create an account on the NYSTCE website. You can then register for the exam and schedule a test date through your account.
When you submit your registration, you’ll need to pay the $80 testing fee.
NYSTCE EAS Scores
The test is scored using a scaled scoring method. Here’s how it works:
You will need a score of 520 to pass the test.
The reason your raw score is converted to a scaled score is because everyone who takes the test is given a slightly different set of questions. Since everyone has a different arrangement of questions, and because some questions are harder than others, converting your raw score to a scaled score ensures a more even playing field.
NYSTCE Study Guide and Flashcards
Get practice questions, detailed study lessons, and complex subjects broken down into easily understandable concepts.
Online NYSTCE EAS Prep Course
If you want to be fully prepared, Mometrix offers an online NYSTCE EAS prep course. The course is designed to provide you with any and every resource you might want while studying. The NYSTCE EAS course includes:
- Review Lessons Covering Every Topic
- 300+ NYSTCE EAS Practice Questions
- More than 550 Digital Flashcards
- Over 50 Instructional Videos
- Money-back Guarantee
- Free Mobile Access
The NYSTCE EAS prep course is designed to help any learner get everything they need to prepare for their NYSTCE EAS exam. Click below to check it out!
How many questions are on the NYSTCE EAS exam?
The exam contains 43 questions.
How long is the NYSTCE EAS exam?
The time limit is 2 hours and 15 minutes.
What is the passing score for the NYSTCE EAS exam?
The minimum score you need to pass is 520.
How much does the NYSTCE EAS exam cost?
The testing fee is $80.
Florida Teacher Certification Examinations (FTCE)
About the ftce.
- FTCE Frequently Asked Questions
- Test Structure (PDF)
The purpose of the Florida Teacher Certification examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary content and pedagogical knowledge necessary to effectively instruct students in Florida. The purpose of the Florida Educational Leadership Examination (FELE) is to ensure that all school administrator candidates demonstrate the knowledge and skills necessary to effectively lead in Florida’s schools. The Department of Education recognizes that children are our most important resource, and we would not be doing our due diligence if we did not do everything in our power to ensure that their teachers and school leaders meet rigorous professional standards at an appropriate level for a Beginning Effective Teacher Candidate (BETC) or a Beginning Effective School Administrator Candidate (BESAC). The FTCE and FELE are administered in accordance with State Board of Education Rule 6A-4.0021, F.A.C. , and Rule 6A.400821, F.A.C.
Requirements for Teacher Certification
For information on what is required to be certified to teach in Florida, go to the Florida Department of Education's Bureau of Educator Certification website. You may also call the Florida Department of Education, Bureau of Educator Certification, at 1-800-445-6739.
Test Information Guides
Test Information Guides are available for free online. For a full list of electronic test information guides that are available now, go to the FTCE/FELE contractor's website .
Effective January 2019, the written-performance sections of select Test Information Guides ( General Knowledge Test , English 6–12 , Middle Grades English 5–9 , and the Florida Educational Leadership Examination) have been updated to include an additional writing sample item with a sample passing response and a sample not-passing response. Each sample response includes rationale that cross-reference the scoring criteria and may also include annotations that reference performance characteristics used in evaluating written responses. Additionally, effective March 2019, select Test Information Guides ( Professional Education Test and General Knowledge Test —English Language Skills and Mathematics subtests) have been updated to include additional sample multiple-choice questions.
Effective March 2019, select Test Information Guides ( Professional Education Test and General Knowledge Test— English Language Skills and Mathematics subtests) have been updated to include additional sample multiple-choice questions.
Competencies and Skills
Revised competencies and skills for the General Knowledge Test: Essay Subtest, English Language Skills (ELS) Subtest, and Reading Subtest; Elementary Education K–6 Subtest 1: Language Arts and Reading; English 6–12; English for Speakers of Other Languages K–12; Exceptional Student Education K–12; Middle Grades English 5–9; Prekindergarten/Primary PK–3 Subtest 2: Language Arts and Reading; and Reading K–12 were approved by the State Board of Education in March 2022. Revised competencies and skills for the General Knowledge Test: Mathematics Subtest; Elementary Education K–6 Subtest 4: Mathematics; Mathematics 6–12; Middle Grades Mathematics 5–9; and Prekindergarten/Primary PK–3 Subtest 3: Mathematics were approved by the State Board of Education in October 2022. The revised competencies and skills are included in the Competencies and Skills Required for Teacher Certification in Florida, Twenty-Seventh Edition (PDF).
Additional information and previous competencies and skills are available on the FTCE Test Content Information page .
Test Development Opportunities!
The Department of Education has issued the following communications regarding Florida Teacher Certification Examinations Test Development.
- Florida Teacher Certification Examinations Test Development Committee Information (PDF)
- Paperless Memo: 2018 Florida Teacher Certification Examinations Test Development (PDF)
For information about participating in test development activities, go to the Department's FTCE / FELE testing contractor's website .
We Want to Hear From You!
Testing services, including Test Administrations, for the FTCE are provided by Evaluation Systems group of Pearson.
Please take a few minutes to fill out our online survey regarding services you have received. The information you provide will be analyzed by Program Managers at the Florida Department of Education and used for improving the FTCE testing system.
- FTCE/FELE Examinee Feedback Survey
FTCE Questions?
To register or to obtain specific information, visit www.fl.nesinc.com or call FTCE/FELE Customer Service at 866-613-3281 (toll free, US and Canada only) 8 a.m.–6 p.m., Mon.– Fri., excluding holidays. (The Automated Information System is available by phone 24 hours daily.)
Subscribe to the Florida Department of Education
Get the latest information on news, events, and more
Preparation materials are available for every test. Select a test from the dropdown list to access preparation materials by test, or choose a product from the categories below.
Select a test... Educating All Students (EAS) Educating All Students— II (EAS– II ) For testing Fall 1938 and after--> Elementary Assessment of Teaching Skills—Written (ATS–W) (for testing through April 21, 2024) Secondary Assessment of Teaching Skills—Written (ATS–W) (for testing through April 21, 2024) Assessment of Teaching Assistant Skills (ATAS) Communication and Quantitative Skills Test (CQST) Revised (May 2019) School Building Leader (for testing 4/17/2021 and after) School District Leader School District Business Leader Agriculture American Sign Language Biology Blind and Visually Impaired Business and Marketing Cantonese Chemistry Dance Deaf and Hard of Hearing Earth Science Educational Technology Specialist English Language Arts English to Speakers of Other Languages (ESOL) Family and Consumer Sciences French German Gifted Education Greek Health Education Hebrew Italian Japanese Latin Library Media Specialist Literacy Mandarin Mathematics Multi-Subject: Teachers of Early Childhood (Birth–Grade 2) Multi-Subject: Teachers of Childhood (Grade 1–Grade 6) Multi-Subject: Teachers of Middle Childhood (Grade 5–Grade 9) Multi-Subject: Secondary Teachers (Grade 7–Grade 12) Music Physical Education (076) (for testing through Fall 2024) Physical Education (192) (for testing Fall 2024 and after) Physics Russian School Counselor Social Studies Spanish Students with Disabilities Technology Education Theater Visual Arts Revised (Sept. 2013) School Building Leader (for testing through 8/31/2025) Safety Net Educational Technology Specialist BEA—Albanian BEA—Arabic (030) (for testing through 5/12/2024) BEA—Arabic (174) (for testing 10/7/2024 and after) BEA—Bengali (043) (for testing through 5/12/2024) BEA—Bengali (185) (for testing 10/7/2024 and after) BEA—Cantonese (027) (for testing through 5/12/2024) BEA—Cantonese (171) (for testing 10/7/2024 and after) BEA—Farsi BEA—Finnish BEA—French (031) (for testing through 5/12/2024) BEA—French (175) (for testing 10/7/2024 and after) BEA—German BEA—Greek BEA—Guyanese English Creole BEA—Haitian Creole (026) (for testing through 5/12/2024) BEA—Haitian Creole (170) (for testing 10/7/2024 and after) BEA—Hebrew BEA—Hindi BEA—Igbo BEA—Italian (036) (for testing through 5/12/2024) BEA—Italian (178) (for testing 10/7/2024 and after) BEA—Japanese BEA—Korean (032) (for testing through 5/12/2024) BEA—Korean (176) (for testing 10/7/2024 and after) BEA—Malayalam BEA—Mandarin BEA—Polish (037) (for testing through 5/12/2024) BEA—Polish (179) (for testing 10/7/2024 and after) BEA—Portuguese BEA—Punjabi BEA—Romanian BEA—Russian BEA—Serbo-Croatian BEA—Spanish BEA—Swedish BEA—Tagalog BEA—Tamil BEA—Turkish BEA—Ukrainian BEA—Urdu (034) (for testing through 5/12/2024) BEA—Urdu (177) (for testing 10/7/2024 and after) BEA—Vietnamese BEA—Yiddish (041) (for testing through 7/7/2024) BEA—Yiddish (184) (for testing 10/7/2024 and after)
Preparation Materials for NYSTCE Tests
Test content and sample questions.
- Study Guides
Prepare for the tests with these study guides.
- Test Frameworks
What content is on a test?
NYSTCE Right Start Learn more about Right Start interactive learning courses.
Practice Test
Learn more about NYSTCE full-length practice tests .
Videos, Tutorials, and Additional Resources
Tour the Center
- CBT Tutorials
Find out what to expect when you take a computer-based test.
Score Report Explanation
Learn more about test scores and score reporting.
Video Tutorials
Need more time.
- Practice Tests
NYSTCE Educating All Students (EAS) (201) Practice Test
Prepare for your test with realistic questions.
The New York State Teacher Certification Examinations Educating All Students (NYSTCE EAS) is one of a group of certification exams given to prospective teachers based in New York. The examinations were created by the New York State Board of Education as a way of making sure that all teachers have the necessary skills required to be successful in the classroom.
Click “Start Test” above to take a free NYSTCE EAS practice test!
NYSTCE EAS Exam Outline
The NYSTCE EAS (201) exam contains 40 selected-response (SR) questions and 3 constructed-response (CR) questions, and you will be given a time limit of 2 hours and 15 minutes.
The exam is split into five competencies:
1. Diverse Student Populations (12 questions)
The questions in this competency assess your knowledge of diversity within a community and school and your ability to create a sense of community among a diverse group of students.
2. English Language Learners (12 questions)
The questions in this competency assess your knowledge of the needs and characteristics of students who are English language learners. You will also be tested on your ability to promote the development of the students’ literacy skills.
3. Students with Disabilities and Other Special Learning Needs (11 questions)
The questions in this competency assess your knowledge of the needs and characteristics of students with disabilities and other special learning needs. You will also be tested on your ability to effectively help such students reach their highest potential in learning and independence.
4. Teacher Responsibilities (5 questions)
The questions in this competency assess your knowledge of the rights and responsibilities of students, family members, teachers, and school administrators.
5. School-Home Relationships (5 questions)
The questions in this competency assess your knowledge of effective strategies for promoting productive interactions and relationships between the home and the school.
Check Out Mometrix's NYSTCE EAS Study Guide
Get practice questions, video tutorials, and detailed study lessons
NYSTCE EAS Exam Registration
To register for the NYSTCE EAS (201) exam, you will need to create an NYSTCE account online and complete the registration process there. It is recommended that you complete the registration process at least 30 days before you take the exam.
During this process, you will be asked some questions about your educational history, as well as your current education level, first language, matriculation status, and the education code for the NYC Department of Education program type you are associated with.
The examination fee is $80.
On the day of your exam, you should arrive at the testing center 15-30 minutes earlier than the scheduled exam time. After you arrive, you will be asked to provide a valid form of photo ID.
Before the exam begins, you will be asked to place all personal items (phone, calculator, books, notes, bag/backpack, hat, food, highlighters, recording devices, etc.) in a locker outside the testing room, or you may be asked to leave them in your car.
Once the test begins, you will be allowed to take breaks. However, the timer will not be stopped during your break, so use your break time carefully.
How the NYSTCE EAS Exam is Scored
Your total score is reported within the range of 400-600 and is based on your performance on all sections of the test. To pass the exam, you must achieve a scaled score of 520.
You should receive your test results roughly 2-4 weeks after taking the exam. When you receive your score report, you will see your total score, your pass/fail status, and your scores for each subarea of the test.
Check Out Mometrix's NYSTCE EAS Flashcards
Get complex subjects broken down into easily understandable concepts
How to Study for the NYSTCE EAS (201) Exam
How to study effectively.
Your success on NYSTCE test day depends not only on how many hours you put into preparing but also on whether you prepared the right way. It’s good to check along the way to see whether your studying is paying off. One of the most effective ways to do this is by taking NYSTCE practice tests to evaluate your progress. Practice tests are useful because they show exactly where you need to improve. Every time you take a free NYSTCE EAS exam practice test, pay special attention to these three groups of questions:
- The questions you got wrong
- The ones you had to guess on, even if you guessed right
- The ones you found difficult or slow to work through
This will show you exactly what your weak areas are and where you need to devote more study time. Ask yourself why each of these questions gave you trouble. Was it because you didn’t understand the material? Was it because you didn’t remember the vocabulary? Do you need more repetitions on this type of question to build speed and confidence? Dig into those questions and figure out how you can strengthen your weak areas as you go back to review the material.
Answer Explanations
Additionally, many NYSTCE EAS practice tests have a section explaining the answer choices. It can be tempting to read the explanation and think that you now have a good understanding of the concept. However, an explanation likely only covers part of the question’s broader context. Even if the explanation makes sense, go back and investigate every concept related to the question until you’re positive you have a thorough understanding.
Comprehend Each Topic
Strategy for NYSTCE EAS Practice
When you’re ready to start taking practice tests, follow this strategy:
- Remove Limitations. Take the first test with no time constraints and with your notes and NYSTCE EAS (201) study guide handy. Take your time and focus on applying the strategies you’ve learned.
- Time Yourself. Take the second practice test “open book” as well, but set a timer and practice pacing yourself to finish in time.
- Simulate Test Day. Take any other practice tests as if it were test day. Set a timer and put away your study materials. Sit at a table or desk in a quiet room, imagine yourself at the testing center, and answer questions as quickly and accurately as possible.
- Keep Practicing. Keep taking practice tests on a regular basis until you run out of practice tests or it’s time for the actual test. Your mind will be ready for the schedule and stress of test day, and you’ll be able to focus on recalling the material you’ve learned.
Online NYSTCE EAS Prep Course
If you want to be fully prepared, Mometrix offers an online NYSTCE EAS prep course. The course is designed to provide you with any and every resource you might want while studying. The NYSTCE EAS course includes:
- Review Lessons Covering Every Topic
- 300+ NYSTCE EAS Practice Questions
- More than 550 Digital Flashcards
- Over 50 Instructional Videos
- Money-back Guarantee
- Free Mobile Access
The NYSTCE EAS prep course is designed to help any learner get everything they need to prepare for their NYSTCE EAS exam. Click below to check it out!
How many questions are on the NYSTCE EAS (201) exam?
There are 40 selected-response questions and 3 constructed-response questions on the exam.
How long is the NYSTCE EAS (201) exam?
The time limit for the exam is 2 hours and 15 minutes.
What is the passing score for the NYSTCE EAS (201) exam?
To pass the exam, you must achieve a scaled score of at least 520.
How much does the NYSTCE EAS (201) exam cost?
By Eric Richter
Eric is the Product Development Manager responsible for developing and updating the Mometrix Teacher Certification and K-12 products. Eric has a bachelor’s degree in Sociology and a master’s of education in Teaching ESOL.
Mometrix Academy – Home
by Mometrix Test Preparation | Last Updated: August 13, 2024
On this page:
NYSTCE Practice Test PDF
For the links to the NYSTCE practice test PDF printouts, please scroll to the bottom of the page.
There are links from the official website, as well as from other New York State educational institutions.
What is the NYSTCE EAS Exam
All teaching candidates in the state of New York will need to take the EAS (Educating All Students) Test, which assesses whether educators have the skills required to teach classes with diverse ethnic compositions.
The NYSTCE EAS exam has three different teaching exhibits. You will need to analyse the three exhibits and answer questions about them. Have a look at the example below.
Exhibit 1 – Description of the Class
Mr. Ribaldi teaches fourth and fifth-grade social studies classes, which consist of 63% white students, 27% African American students, and 10% students with Asian ethnicities. There have been some tensions in the classes because of this ethnic diversity. In addition, the classes have various learning styles and differing educational needs, and there is an increasing profile of students from lower-income backgrounds.
Accordingly, the principal has informed all teachers that there is an increasing need for racial inclusivity and socio-economic awareness at the school. A further challenge is that the school has been chronically under-funded, and the social studies class textbooks that are currently in use were published in 1992.
Exhibit 2 – Teacher’s Observations
I have noted that students have a tendency to form peer groups with those from their own racial or socio-economic backgrounds. There seems to be growing tensions between these cliques in the class.
A couple of recent lessons have not been as successful as I would have liked. I used materials from the class textbooks, and certain students did not seem to engage with the teaching materials.
I then had a comprehension exercise on the US government, as well as trying a new reading exercise about a black rap artist. Materials for these lessons were adapted from current newspaper articles. These two lessons went much better than those from the textbook.
Exhibit 3 – Lesson Plan
Objective: To teach students how to compare and contrast different texts.
Tasks & Materials: Students will read two texts from the class textbook.
Activities: Students will work together in ethnically-mixed groups of four. I will distribute a worksheet identifying 6 points that are to be compared in each of the passages. Students will identify comparisons in the texts by making reference to the appropriate parts of the passages on their worksheets, and they will then work together to determine the whether the passages agree or disagree with each other on each of these six points.
Which of the following probably best explains why lessons with the exercises about the US government and the rap artist were more successful than previous ones?
A) the materials made certain members of the class feel less out of place or alienated
B) the teacher pitched the materials at a level that was not too advanced
C) the students were generally more interested in the subjects of government and music
D) the students prefer journalistic texts to discursive ones
The correct answer is A. The class textbook is now quite outdated and probably contains racial and socio-economic biases. Current materials from a diverse profile of contributors may rectify this issue.
With the objective of improving student inclusivity, how could Mr. Ribaldi have best improved the lesson in the lesson plan that incorporated materials from the class textbook?
A) incorporated a third text from the Smithsonian Magazine
B) having the students work on their own and then engage in a whole-class discussion
C) using three current texts from magazines that feature contributors from a wide array of ethnic backgrounds
D) having the students work in larger groups to increase the mix of ethnicities
The correct answer is C. Current texts that focus on an issue of interest to students from each ethnicity would be ideal.
What action should Mr. Ribaldi take to rectify the increasing tensions and divisions in the class?
A) remind students that they will be referred to the principal’s office if they misbehave
B) read the student honor code to the class
C) inform students that they may possibly be excluded from lessons if they cause conflict
D) place the students in small groups to discuss the causes of the tensions in the class
The correct answer is D. The teacher could try ethnically-mixed small groups for the discussion, or single-ethnicity groups that then feed back their views to the class as a whole. Students would most likely view the options mentioned in each of the other answers as unnecessarily punitive and authoritarian.
What action could the school take as a whole to address the needs of lower-income students?
A) hand out free lunch tickets to low income students at the start of class
B) abolish the school uniform program and have all students wear street clothes of their choice.
C) tell the students that they do not need to participate in certain activities if they cannot afford to do so
D) seek additional help with funding from the federal and state governments
The correct answer is B. School uniforms cost parents hundreds of dollars every year, and doing away with them would help all of the families save money, without singling out “the poor kids.” We have not included answer D as a possible correct answer here because it is very likely that the school is already doing everything it can as far as funding is concerned.
Sample essay question
You will also have to write a brief open-response answer on the three pieces of evidence provided in the EAS exam. An example question follows.
Instructions: Write a brief essay of 150 to 200 words which addresses the issue of diversity in this class. Then discuss which strategies Mr. Ribaldi could use to improve the situation, and evaluate their potential effectiveness.
For more practice test materials, please see the links to the NYSTCE practice test PDF printouts at the bottom of the page.
What are the other NYSTCE Exams?
NYSTCE stands for the New York State Teachers’ Certification Exam.
Teachers will need to pass certain basic skills and subject area exams in order to receive an initial New York State teaching certificate.
You will need to take at least one of the following:
- ATSW – Elementary or the secondary version of the Assessment of Teaching Skills (Written)
- CST – Content Specialty Test in your the teacher’s area of certification
- ALST – Academic Literacy Skills Test
- LSAT – Liberal Arts and Sciences Test
- BAE – To teach bilingual education, educators need to pass the Bilingual Education Assessment (BEA) in their language of instruction.
- ATAS – Pre-Professional New York State teaching assistant certificates are granted when a you pass the Assessment of Teaching Assistant Skills exam.
The exams have a multiple choice part and a written response part.
The exams are now available as computer-based tests (CBT’s).
New York State Teacher Certification
Teachers will need the New York State Teacher Certification Examination (NYSTCE) to be able to work in the state of New York. You also have to take the NYSTCE in your subject area.
The NYSTCE program assesses the skills of teachers, teaching assistants, and school administrators.
Links to the NYSTCE Practice Test PDF
The following NYSTCE practice test PDF links are to the official NYSTCE website.
ATAS Practice PDF
ATS-W Practice PDF
Grades 1 to 6 Literacy Test PDFs
Social Studies CST PDF
PDF for School Administration Exam
Other Tests for Teacher Certification
More NYTSCE Practice Test PDF Links
The NYTSCE practice test PDF links in this section are from SUNY and NYC Teaching Fellows.
EAS Practice Tests
Information on the EAS Framework
Please note: We are not affiliated with NYSTCE or NES Inc, who are the trademark owners of the official exam.
Sample Writing Prompt
Your principal is trying to create an environment in which the staff at your school works together more effectively and has asked for your help. Write a memo to your fellow teachers on this topic. In this memo include why it is important for staff to collaborate, possible ways this might be accomplished, and the potential challenges of collaboration.
Your response will be evaluated based on how well you communicate your message to the intended audience, not on your personal opinions, position, or point of view. Your response will be evaluated based on how well organized and focused your writing is, how well you develop and elaborate on your ideas, and your grammar and mechanics.
Test-Taking Tip
Example of a “5” response.
To: Fellow Teachers From: J. Jones Re: Collaboration Date: 2-12-07
I have been asked by Principal Smith to suggest ways in which teachers at our school might work more effectively together. Instead of working individually toward similar goals (or the same curricular goals within one subject), collaboration allows us to work more effectively toward achieving our goals together. I’d like to discuss why collaboration is important, ways that we may collaborate, and challenges that we might encounter as we begin this new endeavor.
Collaboration is certainly an important goal. It can foster greater cooperation among teachers and promote mutually beneficial interaction between us. It will encourage sharing of the best methods we know, which ultimately will allow us provide our students the best educational opportunities we can offer.
Increasing communication between us is a large component of this goal, and by using our most powerful communication tool, the school intranet, we can share recent ideas and our most successful methods. This will encourage a dialogue between us on a daily basis. In addition, we might add a weekly lunchtime or after-school meeting, short and primarily social in nature, but with the overall theme of exchanging ideas, making suggestions, offering support and assistance, and generally helping each other to be better teachers. This will give us an opportunity to communicate and bond in a more relaxed atmosphere. Finally, experienced teachers can volunteer to participate in a videotaping of their classroom activities. These videotaped classroom sessions will provide examples of different teaching styles and methods to newer teachers or those looking for additional or alternate methods for classroom interaction. Videotaping offers an indirect but effective method to communicate by example the process of teaching.
Our greatest challenge will be time. It will take time to initiate these suggestions and bring them to fruition. But I believe this small investment of time will increase our collaboration, improve our communication, and foster cooperation between us. These accomplishments will reward us as educators and, most importantly, they will improve our students’ educational experience.
While we may experience challenges at the outset, collaboration is an important strategy to implement in our school. The successes will outweigh the struggles, and our students will be better supported in our classrooms as we teachers work to better support each other. I look forward to working with you on this new goal!
American Board for Certification of Teacher Excellence
877-669-2228
1123 Zonolite Road, Suite 29, Atlanta, GA 30306
- Skip to the primary site navigation
- Skip to the main content
- Skip to the footer
- College Catalog
- Financial Aid
- Transcripts
Educator Preparation Institute Certificate with Reading Endorsement
If you have a bachelor's degree in a non-education field but would like to teach, St. Petersburg College offers an Educator Preparation Institute with Reading Endorsement Certificate. This certificate is designed for those who want to teach in elementary education, Pre-K through Grade 3, or major in English Education.
This state-approved alternative teacher certification leads to a Florida Professional Certification so you can embark on a fulfilling first or second career.
to get you into the classroom. Earning this credential
Per the FLDOE, our EPI program is now requiring all ELED, Pre-K-Grade 3, and English Education Majors to complete the program with a Reading Endorsement. As a result, we are adding courses and credits to our EPI program and creating a separate EPIR-CT for those majors beginning in Summer 2022.
Ready to share your knowledge, expertise and wisdom with a new generation? Have you always had a passion to teach? Do you have a bachelor's degree in a non-education field? Then we welcome you to St. Petersburg College, where you can earn a teaching credential in only three semesters.
Online classes
Classes are available online for all qualified candidates in the state of Florida.
Practicums and internship in Public Schools
Your curriculum for the Educator Preparation Institute Certificate with Reading Endorsement includes a 60-hour general classroom practicum, a 20-hour reading practicum and a full-day, 10-week internship in your final semester. You can complete these requirements in any school district in Florida.
Educator Preparation Institute (EPI) with Reading Endorsement Certificate with Financial Aid Eligibility
EPIR-CT Effective Beginning Catalog Term: Summer 2022 (605)
The requirements shown below are valid beginning Summer 2022 (605), and may not reflect degree requirements for current students. Current students should visit My SPC and view My Learning Plan to see specific degree requirements for their effective term.
Program Summary
The Educator Preparation Institute Certificate is a state approved program that is offered fully online and leads to a Florida Professional Teaching Certification. The program includes a 60-hour practicum in the fall semester and a full-time 10-week internship in the final semester that can be completed in any school district in Florida. The EPI program begins in the summer, continues in the fall and finishes in the spring.
Graduation Requirements
A grade of “C” or higher is required in all EPI classes. Graduation requirements include completing all above course requirements, demonstrating competency in the Florida Educator Accomplished Practices (FEAPs) at the pre-professional level, passing all sections of the Florida Teacher Certification Examinations (FTCE), a minimum 2.5 G.P.A. in all EPI coursework, and completing all School Based Hours.
Academic Pathways
- the recommended order in which to take the program courses
- suggested course when more than one option exists
- which semester each course is typically offered
- if the course has a prerequisite
- courses that may lead to a certificate (if offered in the program)
Program Leadership Information
Florida cip code.
5551399990 - EDUCATOR PREPARATION INST
Federal CIP Code
13.9999 - Education, Other.
Requirements for applicants seeking admission to SPC's Educator Preparation Institute Certificate with Reading Endorsement include:
- A non-education, bachelor’s degree (or higher) from a regionally accredited college/university or other approved Florida Department of Education (FLDOE) institution
- Passing score on the Florida Teacher Certification Examinations (FTCE) General Knowledge Test (GK) - all four sections
- Passing score on respective Subject Area Exam (SAE)
- Valid FLDOE Official Statement of Status of Eligibility
- Computer literate
Essay – examples & model answers | B2 First (FCE)
FCE Essay Examples: Topic (Environment)
Example exam task:.
| In your English class you have been talking about the environment. Write an essay using all the notes and give reasons for your point of view.
|
Example Answer (Grade: 3)
Example answer:.
I think that my country has problems with pollution to the environment like all other countries. This problem is normal for Russia. We have big problems with transport because there are too much cars in our country. And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or their feet. I think it could be very good if we had a tradition like that.
So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it had different colours.
I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people don’t care about the world around them many people care only about themselves an that’s all.
So, the best idea is look around and try to do something good for our planet and for us and our children.
FCE, CAE, CPE
Practice, write & improve, examiners comments & grade:.
| 3 | All content is relevant to the task but the target reader is on the whole informed rather than fully informed as, the central question as to whether or not the problems can be solved has not really been addressed. The candidate discusses the environmental impact of transport and the cleanliness of rivers, and provides one suggested solution for the problem of transport (They don’t go anywhere by car one day a month). The writer’s opinion is clear in I think it could be very good if we had a tradition like that. No solutions are discussed for rivers and seas, and no third aspect of environmental damage is provided. | |
| | 3 | The conventions of essay writing are used; there is an opening statement and a development of the subject matter, with a conclusion at the end. The register is suitably neutral for the most part, although the use of a colloquial yeah is not consistent with the rest of the essay. The essay is written for the most part in an objective way, but there is use of personal, subjective examples (Once I saw the river; I can’t make a sigh), which lessen the impact of the bigger problems. The target reader’s attention is held and straightforward ideas are communicated |
| 3 | The text is generally well organised and coherent. It is separated into paragraphs and the punctuation is generally used effectively, although there are some long sentences (And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road). There is a variety of linking words (because; and; So; because of that) and some cohesive devices such as referencing pronouns, relative clauses and rhetorical questions to connect the ideas within the text. | |
| 3 | There is a range of everyday vocabulary used appropriately, and although there are errors, they do not impede communication (atmospeer; bycicle; sigh). There is a range of simple and some more complex grammatical forms: past and present verb forms are used with a good degree of control. |
Example Answer (Grade: 3-4)
To begin with pollution and damage to the environment is the most serious and difficult problem for countries of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change their attitude to our planet.
First of all a huge damage to the environment brings a transport. People can’t imagine their living without cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save atmosphere from pollution.
In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents.
Apart from this I’m inclined to believe that every person can and must contribute to solving this important problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And it’s a task of each of us.
| 4 | All content is relevant to the task. However, the target reader is on the whole informed, rather than being fully informed. Both numbered points (transport; rivers and seas) are referred to with some discussion of the problems caused (harmful exhaust; factories which pour off their waste to ponds) and some limited mention of solutions. No tangible 3rd aspect of environmental damage is discussed. While the writer does conclude with a strong statement of opinion (every person can and must) the reader is not fully informed on the solutions proposed (Doing a little steps for protection our environment every day we will be able to save our Earth) | |
| | 3 | The essay is written in a consistently neutral register and the format is appropriate for the communicative task, using more formal language to introduce the ideas within the text (To begin with; First of all; It’s a fact of common knowledge). There is a clear essay structure with an opening statement, topic paragraphs and a conclusion which sums up the writer’s point of view. Straightforward ideas are communicated to the target reader but when more complex ideas are attempted these are sometimes not as successful (Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents). |
| 3 | The text is generally well organised and coherent, using a variety of linking words and cohesive devices, particularly to introduce the ideas throughout the text (To begin with; In addition to this; Needless to say; Apart from this). The essay is clearly organised into paragraphs, which each deal with one idea. Occasionally the followup examples are not as clearly connected as they could be. For example, they discuss how factories pollute pond water and then offer a solution which would help ocean residents | |
| 3 | There is a range of everyday vocabulary used appropriately with some attempt to use more sophisticated lexis (a global ecocatastrophe; atmosphere; common knowledge; factories and plants; inclined to believe; must contribute to solving). There is a range of simple and some more complex grammatical forms used, and although there are errors, these do not impede communication (a huge damage; People can’t imagine their living without cars; one of disadvantage; in not less danger situation). |
Model Answer (Grade: 5)
DEVELOPMENT VS ENVIRONMENT
If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.
If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.
Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions.
We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.
But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!
| 5 | All content is relevant to the task and the target reader is fully informed. Transport is discussed with suggestions of how using different forms of transport would help the environment (Investing on electrical transport would benefit the environment a lot). The candidate then evaluates the suggestion (It’s difficult to achieve this …). Water pollution is described and a solution is offered (A really strict law should be applied to fine these factories). The writer’s opinion is clear in the choice of modal should. A third aspect (waste reduction) is introduced in the final paragraph with a suggestion about how to achieve this (If, when possible, we bought larger packs of food …). The writer’s opinion is expressed clearly (We also can do a lot!). | |
| | 5 | The conventions of the essay format are used effectively to hold the target reader’s attention. There is an introductory paragraph which outlines the issues in general terms, and the concluding paragraph sums up in more concrete terms, what we, the readers can do to help. The register is consistently appropriate and the subject matter is dealt with in an objective manner, for example Investing on electrical transport; If a country decided. Straightforward and complex ideas are communicated (It’s difficult to achieve this because petrol companies will fight against these actions). |
| 4 | The essay is well organised and coherent, using a variety of cohesive devices. The paragraphs are introduced in a variety of ways, using grammatical structures rather than obvious linkers (If we surf the web; If a country decided; Investing on; We also have to; But what about). More could be done to link across the paragraphs, to make them less independent, but the overall effect is of a cohesive text. | |
| 5 | There is a wide range of vocabulary, including less common lexis used appropriately (environmental catastrophes; highly polluted; exotic food; highly toxic substances; minimizing their poisoning effects; change their policy). There is a range of simple and complex grammatical forms used with a good degree of control and flexibility to convey certain ideas succinctly. There are minimal errors which do not impede communication. |
FCE Essay Examples: Topic (Fashion)
| In your English class you have been talking about the fashion industry. Write an essay using all the notes and giving reasons for your point of view. |
In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.
Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.
In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.
In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear.
| 5 | All content is relevant and the target reader is fully informed. The essay discusses the role of the fashion industry and expresses some negative aspects (nowadays, the appearance of the person is more important than the person itself) and also cost (the clothes’ price is extremely high). The candidate also expresses their own idea, suggesting that the fashion industry has a lot of influence on people (say to the society what to wear). The candidate concludes the essay with an opinion, which sums up the main points made. | |
| | 2 | Some of the conventions of essay writing are used appropriately. The register and tone are consistently formal and there are some expressions which are appropriate for an essay (In today’s world; Some people claim; Furthermore; In my opinion). There is also an introduction and a conclusion. Although straightforward ideas are communicated, the target reader’s attention is not always held. For example, the final paragraph attempts to sum up the main points, but the ideas are not clearly expressed. |
| 2 | The text is generally well organised and coherent. There is a clear structure to the text with an introduction, main body and conclusion. Paragraphs are used for the development of ideas. The text is connected using linking words and a limited number of cohesive devices, some of which are misused. More use of pronouns would limit the repetition of key phrases. | |
| 2 | There is a range of everyday, topic-specific vocabulary, which is used appropriately (creates new types of clothes; Some people claim; extremely high; is more important than). Simple grammatical forms are used with a good degree of control, although the use of verbs in the third person is not consistent. There are attempts to express ideas using a range of grammatical forms, passives and modals for example, but these are less successful (people, who can’t afford it, should not be in the society; the fashion industry guide the people to be in a good appearance; It’s something which was created to help people what to wear). Errors are noticeable but meaning can still be determined. |
Example Answer (Grade: 4)
Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.
There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.
On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “oldfashioned” to buy and pay a large amount of money to keep “beautiful”.
In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance,because that is not important. We must wear whatever we like, want and feel confortable with.
| 5 | All content is relevant to the task and the target reader is fully informed. The candidate discusses the importance of appearance in terms of fashion (this industry design beautiful clothes and thanks to that …) and concludes that We shouldn’t judge people for its appearance. The negative aspect of the price of clothes is mentioned and an opinion given on how this affects people’s choice (forcing people … to buy and pay a large amount of money to keep “beautiful”). A third aspect states how choice for consumers is limited due to the fashion industry’s control over design and the market (the fashion industry in some people opinion, controls the market of clothes) | |
| | 3 | The conventions of essay writing are used appropriately. There is an introduction, topic paragraph and a conclusion. The register is appropriate for the task, using generally neutral language to discuss both positive and negative aspects of the question. Straightforward ideas are communicated, using some appropriate language (in order to; According to them; the industry can increase) to introduce the ideas, and to hold the target reader’s attention. |
| 4 | The essay is well organised and coherent. There is a clear overall structure and the ideas are linked across sentences and paragraphs using referencing, substitution and paraphrasing to avoid repetition. There are a variety of appropriate linking words and cohesive devices (many people who; According to them; this industry; thanks to that; On the other hand; In addition; In my opinion). | |
| 3 | A range of everyday, topic-specific vocabulary is used appropriately (to satisfy some people needs; good for society; controls the market; forcing people) but some errors do occur with less common lexis and expressions (on today’s fashion). A range of simple and some complex grammatical forms is used with a good degree of control (can increase the price of clothes, forcing people who don’t want to be). There are some repeated errors with prepositions and third person verbs, but these do not impede communication. |
The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.
On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.
Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.
I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.
| 5 | All content is relevant to the task and the target reader is fully informed. The candidate presents a balanced argument, discussing their own idea first that the fashion industry is important as it provides jobs and income for a huge number of people. The essay then discusses the negative aspect of the fashion industry in relation to appearance (the fashion industry is seen as one which segregates people; people place too much importance on appearance). Finally, the high cost of fashion is mentioned in relation to the price of clothes and it is suggested that money could be better spent on social issues rather than on fashion. | |
| | 5 | The conventions of essay writing are used effectively to hold the target reader’s attention. The register and tone are consistently appropriate and there is a range of suitable expressions which introduce both positive and negative aspects of the question, which are balanced throughout the essay. Straightforward and more complex ideas are communicated, making links between the importance of fashion in consumers’ lives and how the fashion industry affects people, communities and wider society (the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world; it values a minority of people in detriment to the majority). |
| 5 | The essay is well organised and coherent. There is a clear overall structure and the ideas are linked effectively across paragraphs and sentences through the use of paraphrasing, substitution, ellipsis and referencing (In this context; It hires; such profitable business is also believed; Nevertheless, for those who; sadly true; such situation; not only are). Organisational patterns are used to generally good effect, for example links are made between fashion and industry, fashion and finance and fashion and society throughout the text, making clear connections between the separate aspects. | |
| 5 | There is a range of vocabulary, including less common lexis which is used appropriately in most cases (is characterised by; at a blink of an eye; paramount role; undeniably; the culture of a people; enhancing; neither impressed nor motivated; segregates; isolating; in detriment to). A range of simple and complex grammatical forms is used with control and flexibility to express more complex ideas. Although there are some errors, these mainly occur when more ambitious language is attempted and do not impede communication. |
FCE Essay Examples: Topic (Languages)
| In your English class, you have been talking about learning languages. Now your English teacher has asked you to write an essay for homework. Write an essay using the notes and giving reasons for your point of view.
|
“There are more reasons to learn a foreign language than to pass a test”
Everything around us revolves around language(s), it is the most important thing in our lives. Society would just not function without it. They are It is our future and I would personaly love to learn as many as I possibly can.
Not everything in life is done because it is necessary. Learning a new language can be a lot of fun. Many people only do it as a hoby, or their knowledge is something that brings them pride and pleasure.
Secondly, we have people who do it simply to challenge themselves. Truly I believe that having a great outcome that stems from your hard work and dedication to learn something new is a wonderful way to challenge prove your ability to yourself and others. Then there is travelling. It is very important to be able to understand and have a conversation with someone abroad, unless you would like to get lost or worse.
To conclude, I think that learning a new language is an amazing thing no matter why you do it. It is always better to do things out of enjoyment, but even if you do it for a test, that knowledge will always be useful.
| 5 | All of the content is relevant to the task. The candidate has discussed pleasure, personal challenge and travel as different motivations for learning a language, so the target reader is fully informed. | |
| | 5 | The conventions of the essay genre have been used effectively to hold the target reader’s attention. Straightforward and complex ideas have been communicated: |
| 4 | The text is well organised and coherent, using a variety of linking words and cohesive devices: | |
| 4 | A range of vocabulary, including less common lexis, is used appropriately: A range of simple and some complex grammatical forms has been used with control and some fexibility: The errors do not impede communication: … |
Learning a a foreign languages is very important nowadays. English, in particular, is essential because it allows is spoken all over the world. That’s the reason why we start studying it from the age of six years old. Going abroad and being able to speak to native people is very satisfying and that’s why I want to improve my knowledge about foreign languages.
I decided to take this exam to know how high my level of English is, but also because I need this certification to go abroad next summer. I really want to come back to Cornwall, an amazing region in the South-West of England. I’ve been there twice with my family, but now I want to go alone. Only being there to England I can really improve my English comprehension and speaking skills.
Fortunately I can will have some English lessons which taught in English at university and I can’t wait for it because it will be an interesting challenge for me. Studying foreign languages is essential to live and to travel. It isn’t simple and I surely have to challenge myself everyday, but the result is so satisfying that we I can’t do without it.
| 3 | There is some minor irrelevance here, since the focus of the discussion seems to be the candidate’s personal experience and motivation, and the points about learning for pleasure and personal challenge are only incidentally addressed. The target reader is on the whole informed. | |
| | 4 | The conventions of the essay genre have been used to hold the target reader’s attention. Straightforward and some complex ideas have been communicated: |
| 3 | The text is generally well organised and coherent, using a variety of linking words and cohesive devices: | |
| 4 | A range of vocabulary, including less common lexis, has been used appropriately: A range of simple and complex grammatical forms has been used with a good degree of control: The errors do not impede communication: |
FCE Essay Example: Topic (History)
| In your English class you have been talking about learning history at school. Now, your English teacher has asked you to write an essay. Write an essay using all the notes and giving reasons for your point of view.
|
A very common topic that is being discussed nowadays is wether schools should teach subjects that some may consider useless later in life. A clear example is history, since it is quite difficult to learn and does not help us in day-to-day activities.
However, many people do not realize the importance of it or that it affects our lives today. For example, our political system would not be this way if it weren’t for the Ancient Greeks, numerous politicians and wars who helped shape democracy and our constitution. Yet it is still thought that it’s useless.
In addition, it is very important that we never forget about our past since we must know where we were standing years ago. Moreover, there are some things, such as World War II, that we have to remember to prevent them from happening again. We should also know where we we were standing a century ago: our origins, our identity. The more you learn about your ethnicity, the better.
All in all, I think that it is extremely important to learn about one’s own country’s history. Anyone who gets the chance to do this should not waste it, since they are very fortunate to have this opportunity
| 5 | All content is relevant to the task and the target reader is fully informed. The first two points have been discussed together in detail and a third point, about origins and identity, has been included. | |
| | 5 | The conventions of essay writing have been used effectively to discuss the issues in an informed manner. Straightforward and some more complex ideas, for example the point about the Ancient Greeks and the closing statement, are communicated using an engaging tone which is suitable for a wide audience and which holds the reader’s attention throughout. |
| 5 | The text is well organised and coherent and makes effective use of a variety of cohesive devices to skilfully connect ideas both within and across sentences and paragraphs. Some organisational patterns are used to good effect, for example the parallel short statements ending the third and fourth paragraphs. | |
| 5 | There is a range of vocabulary, including less common lexis (numerous politicians; shape democracy and our constitution; our origins, our identity; your ethnicity) used appropriately. There is a range of simple and complex grammatical forms used with control and flexibility. Errors, mainly related to less common lexis, are minimal. |
Would you pass B2 First (FCE)?
IMAGES
COMMENTS
This section is designed to assist you in responding to the multiple-choice questions and written assignments on Part Two of the assessment. The sample multiple-choice questions are designed to illustrate the nature of the test questions. Work through the questions carefully before referring to the annotated answer key, which follows the sample ...
Online Application for Admission to the Teacher Preparation Program Essay Questions, Sample Essay and Scoring Guide. MSU's teacher preparation program seeks teacher candidates with personal characteristics such as these: Curiosity about and appreciation of other people's cultures and/or perspectives Persistence in the face of challenges and ...
Free NYSTCE Practice Test Questions. Each NYSTCE exam usually consists of somewhere between 90 - 150 multiple-choice questions, but some tests also include essays, short open-ended responses, and other similar types of questions.
Free NYSTCE Practice Tests. Use the free NYSTCE practice test questions below to get a better understanding of each NYSTCE exam. Assessment of Teaching Assistant Skills (ATAS) (095) BEA - Spanish (024) Biology (160) Chemistry (161) Earth Science (162) Educating All Students (EAS) (201) English Language Arts (003)
There are 43 questions on the exam, which are grouped into five competencies, and the time limit is 2 hours and 15 minutes. The questions are split into two types: 40 questions. Selected-response questions require you to select the correct answer from a list of options. Multiple-choice questions are the most common example, but you may also see ...
Sample Essays. All essays are scored between 1 and 6, with 6 being the highest possible score an essay can receive. The rubric above spells out exactly what components your essay must have in order to earn a passing score. ... American Board for Certification of Teacher Excellence. 877-669-2228. 1123 Zonolite Road, Suite 29, Atlanta, GA 30306 ...
The purpose of the Florida Teacher Certification examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary content and pedagogical knowledge necessary to effectively instruct students in Florida. ... have been updated to include additional sample multiple-choice questions. ... Essay Subtest, English Language Skills ...
There is one writing prompt for each of the two writing types. In addition to the two essay questions, you should expect to see some selected-response questions to assess both the examinee's abilities to revise and improve test and research strategies. The Praxis Core Writing test has two content categories: Text Types, Purposes, and Production.
Prepare. Preparation materials are available for every test. Select a test from the dropdown list to access preparation materials by test, or choose a product from the categories below. Elementary Assessment of Teaching Skills—Written (ATS-W) (for testing through April 21, 2024) Secondary Assessment of Teaching Skills—Written (ATS-W ...
Take a few deep breaths before the timer starts. Your brain needs lots of oxygen to function efficiently. Read the prompt a few times and make sure you understand what is being asked. Develop a ...
NYSTCE EAS Exam Outline. The NYSTCE EAS (201) exam contains 40 selected-response (SR) questions and 3 constructed-response (CR) questions, and you will be given a time limit of 2 hours and 15 minutes. The exam is split into five competencies: 1. Diverse Student Populations (12 questions)
Part Two: Sample selected-response questions. Part One: Sample constructed-response items. Part Two: Sample constructed-response items. Part Three. Part Three of this test is shared by all four Multi-Subject tests. If you are seeking more than one Multi-Subject certificate, you need to pass Part Three only once. Part Three: Arts and Sciences.
NYSTCE EAS practice tests are available online. Candidates receive feedback as soon as the NYSTCE practice test is complete. The feedback includes explanations of correct answers. Completed practice tests are available for candidates to review for 120 days. The cost of an online practice test is $14.
Practice tests are an important part of your preparation for the FTCE English 6-12 test. Florida Teacher Certification Exam sample questions familiarize examinees with the test format, while timed FTCE English 6-12 practice exams allow examinees to evaluate their pacing. Becoming familiar with the time constraints of each section can help you ...
The Florida Teacher Certification Examination (FTCE) is the required test for teachers who want to teach in Florida. ... Access thousands of practice questions so that there are no surprises on the exam. ... English Language Skills, Reading, and Math. The essay is a written exam while the remaining are all selected-response tests and can be ...
Professional Teaching Knowledge Exam Snapshot. Time Allowed 150 minutes for multiple-choice; 60 minutes for writing component. 1 writing componentOn-Screen Exhibits None (The number of questions answeredPassing Score Proficient: 270 correc. ly is converted to a scaled score Writing co.
What to Expect on a Teaching Certification Practice Test. Teacher certification practice tests should emulate the test content, style of material, question, and answer formats, and length of the target exam as closely as possible. Free practice tests can be as short as 10 to 15 multiple-choice questions, while more comprehensive practice tests ...
Sample essay question. You will also have to write a brief open-response answer on the three pieces of evidence provided in the EAS exam. An example question follows. Instructions: Write a brief essay of 150 to 200 words which addresses the issue of diversity in this class.
The Florida Teacher Certification Exam General Knowledge Test includes four subtests: essay, English language skills, reading and mathematics. Test-takers can register to take the subtests separately or take all four in a single session. The test fee for all four subtests is $130.
The College of Education at University of Houston - Clear Lake requires an essay to accompany application into its Teacher Education Program (TEP). The following is a sample TEP essay. The first example of the essay shows color-coded annotations; the second example offers tips at the end explaining how the essay was not done well.
This test is for prospective educators in the state of New York. This test covers 5 areas of competency that future teachers in New York State should be knowledgeable about. The subjects tested in ...
Exam Instructions: Complete the practice test below to test your knowledge. Choose your answers below. Complete the 15 questions then click "See Results." Evaluate the following integral: ∫ ( 2 x 2 + 6 x − 10) d x. 2 3 x 3 + 3 x 2 − 10 x. x 3 + 6 x 2 − 10 x + c. x 3 + 6 x 2 − 10 x.
Sample Writing Prompt. Your principal is trying to create an environment in which the staff at your school works together more effectively and has asked for your help. Write a memo to your fellow teachers on this topic. ... American Board for Certification of Teacher Excellence. 877-669-2228. 1123 Zonolite Road, Suite 29, Atlanta, GA 30306.
Online classes. Classes are available online for all qualified candidates in the state of Florida. Practicums and internship in Public Schools. Your curriculum for the Educator Preparation Institute Certificate with Reading Endorsement includes a 60-hour general classroom practicum, a 20-hour reading practicum and a full-day, 10-week internship in your final semester.
FCE Essays - Sample/model answers and examiner comments. An essay is always written for the teacher. It should answer the question given by addressing both content points and providinga new content point of the writer's own. The essay should be well organised, with an introduction and an appropriate conclusion,and should be written in an appropriate register and tone