By Sharon Wynne
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Extra resources for MTTC Guidance Counselor 51 Teacher Certification, 2nd Edition (XAM MTTC)
In other words, individual performance is not the focus. Rather, the collective performance of students in a particular grade, class, curricular area or program is the goal and results should be reported as such. In these situations, the way in which the test results are reported and interpreted is generally dictated by the design of the test. However, school counselors, teachers and administrators may find that a detailed review of the test results can provide insight into avenues for school improvement not necessarily outlined by the general methodology.
Bias due to stereotyping. Post-traumatic stress due to precipitating events that prompted immigration and/or losses associated with relocation. Homeless families: • • • • • Multiple losses and traumas, and related post-traumatic stress. Disruption in living circumstances and education, resulting in significant gaps in learning. Inadequate nutrition, sleep and medical care. Underlying anxiety due to chaotic and/or unpredictable environment. Absenteeism for various reasons. GUIDANCE COUNSELOR 19 TEACHER CERTIFICATION STUDY GUIDE Families displaced due to catastrophic events (such as hurricanes): • • • • Multiple losses and traumas, and related post-traumatic stress.
5. Narrow the options down to manageable choices. 6. Make an informed decision based upon the manageable choices. Describing these steps to students as well as helping them with the practical application of these skills can be extremely helpful. Decision-making is best learned incrementally. Therefore, developmentally appropriate opportunities to make decisions at all educational levels results in adolescents who are more competent at making good choices. 1 Major Tools and Functions of Appraisal Assessment can take many forms and serve different purposes.
MTTC Guidance Counselor 51 Teacher Certification, 2nd Edition (XAM MTTC) by Sharon Wynne