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ILTS Professional Teaching K-12 (188) Practice Tests & Test Prep by Exam Edge - Topics


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ILTS Assessment of Professional Teaching (APT) K-12 Exam Blueprint

Understanding the exact breakdown of the ILTS Assessment of Professional Teaching (APT) K-12 test will help you know what to expect and how to most effectively prepare. The ILTS Assessment of Professional Teaching (APT) K-12 has 120 multiple-choice questions and 2 essay questions. The exam will be broken down into the sections below:

ILTS Assessment of Professional Teaching (APT) K-12 Exam Blueprint
Domain Name % Number of
Questions
Development and Learning 20% 24
Learning Environment 30% 36
Instruction and Assessment 35% 42
Professional Environment 15% 18
** Instruction and Assessment and Learning Environment have CRI questions

ILTS Assessment of Professional Teaching (APT) K-12 - Exam Topics Sample Questions

What are schemas?

Correct Answer:
general conceptual frameworks, or clusters of knowledge, regarding objects, people, and situations; knowledge packages that encode generalizations about the structure of the environment.


schemas are essentially cognitive structures that help us organize and interpret information. they are developed based on our experiences and are deeply embedded in our memory, influencing the way we perceive new information and situations. schemas can be thought of as mental frameworks that assist in the organization of social and physical data into categories and patterns. these frameworks help individuals to predict what to expect in various contexts based on accumulated knowledge and prior encounters.

the concept of schemas extends across various types of knowledge. for example, a 'party' schema might include knowledge about typical behaviors at parties (dancing, socializing), typical settings (decorations, lighting), and even expected norms (bringing a gift, dressing up). when confronted with a new situation, such as attending a new type of party, our existing schema helps us make sense of it, guiding our interactions and expectations.

schemas are not only about objects or events but also involve understanding complex social interactions and categorizations. for instance, social schemas include stereotypes, which are oversimplified ideas about groups of people. stereotypes themselves can influence the way we process information about individuals from certain groups, often leading to biases in social perception and interaction.

moreover, schemas are dynamic; they can be altered or expanded with new experiences and information. this process is known as accommodation, where existing schemas change to incorporate new, contradictory, or more detailed information. conversely, assimilation is the process by which new experiences are incorporated into our existing schemas without significantly altering the schemas themselves.

understanding schemas is crucial in fields such as psychology, education, and communication because they play a significant role in how we process information and interact with our environment. they affect our attention, perception, memory, and problem-solving activities, making them fundamental to cognitive processing. recognizing the role of schemas can help educators and communicators design more effective ways of delivering information that aligns with or challenges existing cognitive frameworks.

Whether you are standing in for a colleague for a single class period, or if you are substitute teaching for the entire day, there are steps to making the process easier for both you and the absent teacher.  Which of the below steps is not on your checklist of "to-dos"?  

Correct Answer:
always follow the instructor's provided lesson plans, curriculum and reference materials, do not stray or include any additional materials of your own.
the question asks for the step that should not be on the checklist of "to-dos" for a substitute teacher. let's examine each of the steps mentioned:

**take and record accurate attendance, trying to learn as many names as possible during your stay in the class; also keeps detailed records on students' grades, performance, etc.** - recording attendance is standard for any teaching period, but keeping detailed records of students' grades and performance goes beyond typical substitute teaching responsibilities. substitutes are generally not expected to take on the full scope of evaluating student performance in detail, as this is usually the responsibility of the regular teacher who would have ongoing interactions and familiarity with the class's curriculum and individual student progress.

**always follow the instructor's provided lesson plans, curriculum and reference materials, do not stray or include any additional materials of your own.** - this is a fundamental expectation in substitute teaching. sticking to the provided lesson plans ensures continuity in the students' learning experience and respects the absent teacher's educational strategy.

**treat the class as if they were your own. keep them safe and supervised, be professional and introduce yourself. follow the provided lesson plans, but enrich the lessons with your own experience and expertise** - this step emphasizes the importance of professionalism and safety while allowing for the integration of the substitute’s expertise. this is generally encouraged as long as it doesn't conflict with the provided lesson plans or the school's educational approach.

**write your full name on the board and introduce yourself, including your education, and something personal about yourself such as hobbies, family, or what you like about teaching.** - introducing oneself helps establish a connection with the students and sets a professional tone. sharing personal details can make the substitute more relatable and approachable, fostering a better learning environment.

**remember that all injuries or illnesses need to be reported to the principal or your acting supervisor; never leave the class unattended or unsupervised.** - reporting injuries or illnesses is a critical safety protocol, and ensuring the class is never left unattended is fundamental for student safety and classroom management. among these tasks, the step that should not be on the checklist is **keeping detailed records on students' grades, performance, etc.** this task is typically beyond the scope of a substitute teacher’s responsibilities, as it requires a continuity and depth of engagement with the students’ educational progress that a substitute would not normally be expected to have. substitutes are usually there to manage the classroom and deliver the lesson plans for a limited time, rather than to evaluate detailed student performance.