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Resources

Teacher Certification Resources

These documents are intended to help school operations staff to navigate through the teacher certification process.

Please note, there have recently been updates in exams and exam requirements, especially for eligible interstate candidates. We are currently updating our resources to reflect these changes. For more information about applying for NYS certification with out-of-state credentials, we suggest you read the NYSED's guidelines: here.

Please contact the Certification Team at certification@nyccharterschools.org if you have any questions about these documents.

Creating Data-Driven Schools

Many school districts underutilize one of the most powerful and common symbol systems available to them—numbers—to monitor, evaluate, and revise programs and policies.  In this abstract from Education Leadership, a trio of authors examine new ways for school leaders and teachers to make the most of the data available to them.

Understanding Scale Score

A scale is an arbitrarily established set of numbers used for measurement according to a rate or standard.  Learning to understand scale scores is an essential skill for every educator and this one-page summary created by the New York City Charter School Center can help.

SMART Goals, Smart Schools

Setting goals that connect to the classroom and focus on student learning helps educators see, learn from, and communicate their results.  In this abstract from Education Leadership, author Jan O'Neill discusses SMART Goals; setting specific goals that are strategic, measurable, attainable, results-oriented, and timebound.

SMART Goals Connect a School

School staff are periodically reminded to revisit their SMART goals—goals that are Strategic and Specific, Measurable, Attainable, Results-based, and Timebound, in order to better assess the student population across learning disciplines.  This article by Jan O'Neill offers useful advice for doing so.

Developing an Inquiry Minded-District

Analyzing data not only helps inform decisions and challenge assumptions, but also helps teachers view their instructional and collaborative practices with a new perspective.  In this abstract from Education Leadership, three schools show how the data-based inquiry and decision-making process can improve decisions about curriculum, instruction, and policy.

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