Navigating Admin Certification & Newly Required MTTC Exam

Hello. Welcome everybody. Path to leadership. We appreciate you guys joining in. We’re very excited to have this collaboration with Michigan Department of Education and talk a little bit about navigating administrative certification and then the newly required MTTC exam and then how that applies to you as a participant of Path to Leadership. So thank you very much for joining us. I want to introduce myself. Many of you know who I am, but just to remind you, I’m the associate director of leadership preparation and certification for MASSP. That is my direct email and my cell phone. I always give that to you guys. You can reach out anytime you need it for anything regarding not only your certification, but any questions that you might have about this webinar. I’m joined with Bridget McDow who’s the education assessment specialist for the Office of Educator Excellence and Dr. Gina Garner who is an education consultant and manager and preparation unit Office of Educator Excellence from MDE. So they are on the call as well and they will be doing most of the talking. So I really have to thank them for joining us because my part is very short compared to those. So, thank you guys both for joining us and giving all of the useful information that you have to our participants.

So, the changes to the administrative certification codes we’ve gone over this a little bit. It has changed here and there in the last few years but the first thing that really is significant to our participants is that effective August 31st of this year an applicant for an ES endorsement or a central office endorsement must have earned a passing score on an MTTC exam and I know MDE is going to talk about the phases of this exam so I won’t steal their thunder but that’s really why you’re here tonight is because as of that date becoming certified in the state of Michigan requires you to go through our program but also to make sure you pass that MTTC and then if anybody processed an application after this date for example if some people who aren’t on this webinar somehow missed my bazillion emails about having to take this exam now if they missed that and they tried to process a certification, I would have to deny it because you have to have a passing score on this.

There is also a site down there that I’m sure MDE will go over, but that has a lot of information linked there as well. And then how this impacts your path. If you look at Path to Leadership when you apply to our program, you apply hopefully you’re getting admitted, you’re going to begin your modules and you begin your internship and then right when you start module 8, this is what we’re recommending because a lot of our coursework is going to prepare you for this test. But we say right as soon as you start module 8, you look to register for the MTTC because that will give you some time to finish that module 8 and then to get a date for the exam. You’ll complete your internship at that point and then end the program and then you’ll take your MTTC.

So, the last three steps of the program will happen fairly quickly. If you follow that suggestion where as soon as you start module 8, you get signed up for that MTTC. You’ll probably finish module 8 and take MTTC right around the same time and then you’ll submit your internship paperwork and then you’ll have everything ready to go to apply to MOECS. So that’s where we’re suggesting as a path that you look to start to take this exam. We have created some resources as a program for you. And that is there. You have access to the preparation course and that’s the title of the course in MVU. You have free access to that while you’re in the program. Many of you probably have seen an email come around that has a coupon code.

That coupon code will probably change every once in a while just to keep people honest. But, you can reach out to me and you can get that coupon code. That practice course really is just all of the resources that MDE has given us when it has come to what the test looks like. It walks you through a few practice questions. It also walks you through a little AI simulation with those practice questions and then the standards of which you are being tested on. So really a lot of that information has been gleaned from the MTT practice site. I just did it in a way that’s familiar with you to Path to Leadership.

Okay. I also want to remind you that in each course for Path to Leadership we have an end of course exam and those have been written very similarly to the practice questions of the MTTC. So scenario-based with the content and the standards which you’re being tested on. Okay, I am going to now turn it over to Bridget. I think Bridget’s doing most of the talking, but we have Dr. Garner on here as well and she will chime in when she feels she needs to, but we’ll turn it over to Bridget.

So, Bridget, I turn it over to you. Thank you. Okay, super great. Thank you Heidi for having Gina and me today. Always excited to talk high-stakes testing. Nobody else is ever excited, but you can always come to me. We have our contact information in the slide deck somewhere and we’ll make sure that you guys get it if you have any questions following today that you want to reach out to that’s that’s what OE is always here to help you. So these are the main topics we’re going to cover about some basic questions about the MTTC how to prepare we’ll walk through some sample questions we’ll briefly touch on retakes score reports a bit on what to use what to avoid is there anyone on the call who’s who already took their test before August 31st you anticipate anybody like that Heidi I did Not.

Okay. Super. Yeah. Yeah. Yeah. These are people who haven’t gotten into the first couple of phases. So, yeah. Okay. To take it. Awesome. I was going to say if there was anybody who had already taken it, then this is still good content for when you as a building leader have teachers who are taking their exam because so much of what we’re going to go over today also applies to the teacher certification tests. So, hopefully you’ll find this useful not just for yourself but for your for your building classmates. I’m willing to keep driving if you want me to or I can finish it with you. I would appreciate it.

Yeah. Yeah, so our first section, we’ll go over some basic questions. So, yeah, on the next slide, thanks Heidi. So, why do you need to take an MTTC? So, it’s it’s been in law since 1992. And as Heidi mentioned, the administrative code got updated recently. This is for teachers and for administrators, everything that we’re covering, but that the content will also be relevant in case you have a teacher down the road who needs to, pass a test. Ultimately, saying that this is required by law or code is an answer, but it’s not a satisfying one. The real reason why it’s in law and administrative code is because the state when we issue that intellectual property to you in the form of your certificate it we need a quality assurance measure that regardless of where you did your preparation that you meet or exceed the minimum expectations of an administrator.

So, it’s it’s our way of protecting the public and putting students putting students first. Especially with, the responsibilities that you shift to as an administrator. The ethical responsibilities, the financial responsibilities, like we really need to make sure that we’re putting people in those spaces that whether you’re coming from in-state, out of state, that we know that you’re meeting or exceeding those requirements. Who takes it is anybody who wants to add an endorsement on a Michigan certificate. There’s very few where you wouldn’t do this. But yeah, moving forward, like Heidi mentioned, anyone who wants to add the ES or CEO endorsement to an administrator certificate will need to take and pass the MTTC for that exam. And when do you take it?

It depends, but Heidi gave you great feedback. Just not don’t decide for yourself. We do not allow people to add an endorsement to their certificate just because they passed the test. And the information Heidi had about when and which one to take is great. So what is it? It is it is done on the computer and it’s done in person at a test center. So it’s computer-based, but like do not bring your own device. They have, computers that are like secure and everything for you. Honestly, I would just even leave my phone in, at home or in the car. It’s meant to assess what you learn in this program. It’s based on the standards for Michigan standards for preparation for this endorsement for elementary and secondary PK–12 school administrators, which are based on the NELPS.

So, the content itself it should be really familiar and there really shouldn’t be any surprises. It’s what you’ve been working through in these modules, things you’ve seen in your in your internship. Yeah, how do we prepare? Great. Go to the next slide. So, I want to touch on a couple things. You can request test accommodations for this exam. You can request it based on having a learning or cognitive disability. You can request it based on other disabilities or health conditions. Maybe you have ADHD and you require a fidget or a separate setting. You might need a reader a scribe. We have candidates who have ASL, trans signing for it. You can get extra time if your primary language is something other than English. The important thing is that you document your need and you tell them what you want for your accommodation and you plan ahead.

So, the roadmap that Heidi shared is excellent. If you if you don’t require test accommodations, if you think you might require accommodations, I would probably encourage you to register for your test, maybe 6 to 8 weeks sooner than that roadmap that Heidi shared because it can take time for you to gather your documentation. It can take time to like send it to Pearson. An actual person reads it. So just thinking ahead, worst case scenario, you just registered a few weeks earlier than you needed to. If you need to retake your test, it’s fine. There’s there’s no limit to the number of retakes. Obviously, no one wants you taking this test more than you need to, but it is it’s allowable that you can do this. We’re not going to say, you’re not shut out after like say three attempts or anything.

The legal requirement is that you meet or exceed the minimum score. So that’s all that’s all that you need to do. So there are three types of resources that we strongly recommend you use to prepare and we’ll walk through how to use these. The first are the test objectives that are on the website. Then there’s sample questions which are also on the website and then there’s a practice test that comes with your registration. The way that you want to use the sample questions and the practice test is the same. O we’ll talk about that and then but the test objectives I would start there. And I would start it sounds really simple but I think a lot of people skip this step. I would start by reading them. They are dense.

I would plan like time for it. And I would just note, what’s what’s familiar and what are some things that maybe you haven’t had exposure to yet in this program. And like Heidi said, that might be coming for you in your internship as you get near the end. We want you to use like high quality resources to help you with less familiar concepts. We do not recommend going out and like googling, Michigan School of Finance. Like you’ve gone through courses and modules here that have really helped you with learning this material.

So that’s your first primary source of information. You want to think about building your professional library as you transition into a role as a as a building administrator. What are the things that you’re going to need to know this? So what are the things that you can reference when you’re in that role and you are just blanking on mandated reporting requirements for example. Okay. So I put some examples like the just the steps to follow for how to get to the test objectives. That QR code goes to the page that you’ll need for the test objectives. The next slide shows you a clip of what I’m trying to point you to.

So, on the MTTC website, you’ll click tests, you’ll click the elementary and secondary school admin, and then you’ll scroll down to click preparation materials. That’s a lengthy page. And then the study guide. Like, I’d say everything on the page is important, but what’s really important are sections three, four, and five. Section three is the test objectives. That’s where I’d want you to start. Sections four and five walk through some sample questions for you and we’ll spend time in each of these places. Sorry, I was answering a question. There we go.

Yeah, I know you so much. So when you go to the test objectives page, this is what the top of that page looks like. And it’s the top of the page is the same for every exam. So it tells you the format. It’s it’s given on the computer. If you need a paper and pencil accommodation, like you can request that. We’re just talking about like the standard is, what’s described on this page. So, standard delivery, it’s on a computer. It will always have 80 multiple choice questions and one constructed-response assignment. It’s assignment. It’s one constructed-response question.

It’s not like a take-home thing. The standard amount of time is 3 hours and. You do get added to your appointment time so that you can navigate around the interface on the on the screen to make sure that it’s familiar for you. The test objectives are the next table that you see it. The test is broken into five big chunks. The first four of them make up the 80 multiple choice questions that you’ll see on your exam. You’ll see different waiting like 14%, 27%. That just means that 14% of the 80 questions are aligned to sub area 1 visionary leadership and continuous school improvement. 27% are about sub area 2 etc. There’s not that. It’s not the fact that one multiple choice question is, worth more points than another. They’re just they’re all there just happens to be more of them in like sub area two than one.

I do want to point out that you have that one constructed response is aligned to sub area I’m sorry, objective 10 and sub area five and it’s just generally about educational leadership. That one question is worth 20% of the points for your exam. So, we’ll spend some time looking over what exactly is eligible for that and the rubric for it, but yeah, it’s it’s not a insignificant portion. Sometimes people want to know, well, can I just like not even answer the constructed response and still pass? I would not advise going in with that with that goal. How easy is it to pass? Depends on the set of multiple choice questions you get. You just want to do you want to do your best, but we’ll talk more about the constructed response in a couple slides.

So when I said the test objectives, you want to like sit and read them because they’re dense. This is an example. This is the this is how we describe objective one. And that QR code goes to a correlation table that maps the test objectives, like this objective one to the standards for teacher preparation and the NELPS. So those I think it’s standards one and two 1.1 and 1.2 two, sorry. That’s where we’ve divided that up and we’ve broken it into all these little bulleted statements for objective one.

So, you can get multiple choice questions about analyzing potential barriers to achieving a school mission and vision. You might get questions about demonstrating knowledge of research-based school improvement strategies and processes. So that’s, if you don’t know what research-based school improvement strategies and processes are or if it’s that was covered in like module one and it’s been a while, like flag it as something that you’ll need to go back to.

And I will just say that your test prep course that we built in MVU is breaks these down. The one thing that we’re going to work on that I have been working on is taking these sub areas and the test objectives and then putting the module number beside where you may have learned that so that you can go back and look at the information that you have and go okay yeah demonstrating knowledge of research based school improvement strategies that’s going to be module seven for sure. And a lot of this should ring true to you, be like, “Oh, yeah. I remember that in module seven.” But I think it’s nice to just have a chart too to see where these objectives were, where you where they were taught in it, at least to help you go back.

So, sorry to interrupt, Bridget, but No, I love that. That’s That’s fantastic. I wish more EPPs did that for their candidates. That’s really helpful. Yeah, stay tuned. Okay. Yeah. So, we can go over some sample questions. It’s always weird to do online, but we’ll we’ll figure out a way. I want to give you these slides, too, because you get a practice test when you register. And, I really encourage you to use it. I think sometimes people register, they’ll email me and say, I registered for my test today. I’m taking it in two days. What should I do? And it’s like, get a good night’s sleep, friend. Like you are not giving yourself enough time, to really use the tools that we have. So yeah, register early.

As soon as you register for it, which just means you’ve you’ve put it in your cart and you’ve paid for it and you’ve checked out, you get access to the practice test and we want you to be able to use it. It’s included in that test fee. So, there’s a little guide for how you can find it. I snipped this from viewing it on my laptop. It might be different on a tablet or something, but Okay, cool. So here’s a sample question. It’s aligned to objective one. I’ll give you a minute to read through it because it’s it’s a little dense. If anyone would like to drop into chat.

Yeah. Okay, cool. Correct answer. Sorry, I was No, it’s fine. It’s fine. It wasn’t clear. But yeah, the correct answer is D. Like you might, I want you to think about like what when we say we want you to answer the questions and then you can pick them apart. So, I what I always like people to do first is think about like what makes D the right answer. And if people want to put something in chat about what they think makes D the correct answer, that’d be really helpful cuz I’m I’m curious.

Yeah, thanks Nathan. Yeah, I agree. Like the they know what they need to do, right? They are starting Yep. And then Yeah, I agree, Marcy. The seeing how do that the strategies are going to be successful, right? Absolutely, Jeremy. Yes, thank you, Greg. Great. Excellent. A, B, and C though are things that you might still need to have, right? Like, well, if that’s great. You what your goal is. What achieving it would look like, but you’re probably going to need resources. You’re going to need you might at some point have to evaluate like how important is this goal compared to other things that are on our plan? How do we get community support for this?

So A, B, and C are also relevant, but they’re not they’re not answering the question that’s being asked, right, about monitoring the plan, not monitoring that implementation, right? Because you don’t know it’s hard to monitor and measure progress if you don’t know exactly what it’s going to look like when you’ve achieved it. So I would say sometimes, we hear from people saying like, well, there’s like so many different right answers and how do I know and it’s just arbitrary. Like it’s not cuz the question is asking a very particular thing. It just happens to be that the other options are good choices if we’d asked a different question, but we didn’t ask a different question. We asked about making sure that you’re monitoring the plan’s implementation effectively.

So that’s why D is the right answer. But those are the kinds of things I’d like you to do as you’re going through after you sit and you take a bunch of these sample questions is go through and like, okay, what made the right answer wrong and what made the wrong answers wrong in this case? What question could we have asked that A, B, or C might have been the right choice? I have another sample question. So again, we’ll give you guys time to read it and then I’ll ask for answers in the chat. Folks want to drop A, B, C, or D in the chat. That’s what they like.

So, we’re seeing some consensus around D. I think this is one of those that can be a little a little tricky because it’s in the section about ethics. You can see the objective at the top of this question. The objective won’t be available to you when you sit for the exam, but we include it here so that you get a sense of like how do we turn, the objective about professional norms and ethics into a question. But yeah, I love that nobody said A because your superintendent does not have time for this. You don’t really have time for this, but yeah.

Yeah. D, can we have some people who like D maybe put something in chat about what made that seem appealing? Yeah, pretty straightforward. Yeah. Yeah, pretty straightforward. And I think for the reason that Luke gave, right, that you’re talking about using something that was bought with public funds for a private event. Safest choices to avoid the predicament of using school equipment. Uhuh. Absolutely. Yeah. Liability. Good point. Yep. Somebody got injured with that. Had thought about that. I like it. Yeah. So, I hope that this like going through a couple of these taking away some of the mystery. Like there’s not there’s there’s going to be one correct answer. Some of these might be appealing. I like the idea of C. And when I was reading through these, I definitely could eliminate A right away.

B sounds like something that might happen at a school, but isn’t what we want them to do for the reasons that you all are putting in the chat. C, if you’re not sure that might, sure, go to like the handbook, right? You have resources available to you but that when you stop and think about it for the reasons about like public fund use of things that were purchased with public funds liability yeah D is a clearly correct answer so fantastic so you have this constructed response you’ll have 80 multiple choice questions you have one question that makes up 20% of your total score it’s aligned to objective 10 like we said that educational leadership I copy and pasted what that objective is in here. It’s like I said these are dense texts so I highlighted things that were relevant.

So you could get a question that’s meant to assess your what a what would you do situation about instructional program climate and culture. You’re going to need to deal with student achievement data, teacher information, and survey data. That purple highlight talks about the kinds of things that you’re going to have to make sense of. And then the outcome is that you’re going to need to come up with a strategy to address school issues that’s relevant to what you analyzed. So the context is in blue. It’s an instructional program climate and culture type of question. That’s the thing that they’re going to ask you about. You’re going to have to unpack the stuff in purple.

And then your outcome is doing the thing in green, delivering a strategy to address the issue. The way that gets broken down further. You I highlighted some stuff in orange for you that you can go over more, but finding area of concern. These stuff that the stuff that’s in purple, role of stakeholders, collaboration, the rationale for your for your plan, you’re going to see that come up again on the next few slides. So, the constructed response is going to assess you in four different things. You need to your constructed response needs to have a purpose. You need to address the purpose of the task. You have to you have to respond to the thing they asked you about. You have to demonstrate some subject matter knowledge.

So this and the subject matter is like being a building leader. So we’re not talking about like your math skills or something here. It’s it’s your leader as a as a your knowledge as a building leader has to be accurate and it has to be appropriate. It has to make sense in the context of the task. The support is another way in which you’ll be assessed. So, how are you using relevant supporting details and the quality of the supporting details that you’re that you’re choosing to pull out? And then your rationale like can you explain why you chose to present this argument?

You are not assessed on your writing style or mechanics. It is delivered on a, the standard delivery for those tests is on a computer. There’s not a spell-check function. So, you do want to check over these things, but you’re not going to be marked down. If you’re spelling, t h e r e as t h e r, like it’s not meant to be something that’s considered. I would say though, I think a excessive or egregious typos or grammatical errors, syntax problems might be distracting to your reader. Yeah.

So, those are the four things that you’re you’re going to be assessed on. And the next Yeah. So, the way that it works is you’re going to be given a scenario like a narrative about the school and you’ll be given some exhibits which can be a performance data. It could be student and discipline or suspension data. You might get like stu teacher performance ratings probably survey results that might be from members of the community, parents, could be student surveys, it could be teacher surveys, it could be surveys of whoever. But you’re just going to get you’re going to get a lot of data given to you.

So, the narrative can be a couple paragraphs. There’s going to be a few tables of data. I would really I’m telling you this because you’re going to want to spend some time like carve out some time. You have 3 hours and, but I would not spend, a ton of that. Like a do not leave yourself for this task because it’s probably not enough to wrap your head around everything. You’ll be assigned a you’ll be given a specific task. So it’s always like identify an area of strength and a concern. Come up with a strategy to address the concern that builds on the strength that’s that you find in the school in the scenario that they’re given. You might find the strength described in the narrative and you might find something that supports it in the data or you might find something that’s it might be the other way around.

It might be really clear in the data that something is being that there’s a strength in the school community, but the narrative might lean more towards people describing I don’t know, something that’s just like a concern going on, perceptions among the community, your parents about the school’s performance, for example. So, yeah. So what you also get with the sample question and the practice test, they give you a sample strong response. That does not mean that you have to write in the style of the sample strong response. They just give you how somebody who’s responded to that question and did a good job. Like somebody who earned four points, this is how they this is a sample of what they would have gotten. They give you also a rationale of why that sample is a strong response.

So things that you could look for. The sample response isn’t meant for you to it’s not meant to be like a blueprint for you in developing your own response. But it’s meant to show you ways in which the what do we mean when we say the purpose of the align of the assessment of sorry the purpose of the assessment of the assignment is fully achieved compared to the purpose of the assignment is largely achieved. Like those are subjective. The rationale will give you some more understanding of those gradients between fully achieved and largely achieved that the there’s substantial, accurate and appropriate application of the subject matter knowledge versus just generally addressing subject matter knowledge. But yeah, you can see in those four bullets in the score scale they the first bullet is that how well did you address the purpose?

How well the next one is how well did you address the subject matter knowledge? How well did you provide supporting evidence that makes sense and how well did you give a rationale or describe the reasoning behind why you proposed that strategy. Yeah, so we’ll touch on retakes and score reports real quick and then we have we have lots of time for questions at the end. You will not receive an official an unofficial score report. So if you took a teacher MTTC, you probably got a print out right after you finished that said pass or did not pass and then it said like don’t do anything with this score. We can’t give you one of those for this because of the constructed response.

The constructed response that you write is read by an actual person and then it’s read by another actual person. And if those raters disagree, it’s read by a third actual person. So, because we have humans that are scoring your hand your constructed response, we can’t tell you immediately after the test whether or not you passed. I’m I’m sorry about that. But we do want to have people and not machines scoring all the all the good writing that you do. Official scores are reported across the state every four weeks and that QR code goes to the schedule of report dates.

So, it’ll give you a four-week window and then a couple weeks later when the when the scores come out. So that a four-week window means that you might get your scores two weeks after you after you tested or it might be six weeks after you tested. Just depends on when in that four-week window you sat for your exam. If you have to retake your test, you have to wait until official scores are recorded, which is fine because that will be when you find out if you passed or not. You also have to wait at least 30 days between attempts.

So, if you tested on the first, if you got your score report two weeks later on the 15th, you cannot sit for it on the 16th. We do make you wait 30 days. There’s a lot of reasons for that I’m happy to talk about with you later, but there’s there’s things that benefit you, there’s things that benefit EPPs and there’s things that benefit the state. So, okay. And then I think we have another one. Yeah, there’s some information on the website about reading your score report. I think it’s pretty self-explanatory, especially for folks who are going to be building administrators. On a scale of one to four pluses, how well did you do?

You want more pluses than not. You don’t you don’t pass a sub area. You could do you could do less well in the section about strategic planning, mission, and vision. And that’s okay because maybe you did really well in the section about like finance and operations or vice versa. It just you can compensate for a deficit in one area with strengths in others. Yeah, that QR code can be helpful. It’ll go take you to a page that looks just like this. And then yeah, things to use and things to avoid.

So, I definitely recommend that you use the things that were designed for you, the test objectives, the sample questions, the practice test, and especially the all the there’s like quite a bit of information about the constructed response. I didn’t want to cheat you from the opportunity of going through the sample question constructed response in this setting, but I do strongly recommend that you go through that information on the website. I think it’s really helpful. I, have to have two good sample constructed responses for you to look at before you sit for it yourself, is really going to is going to be good for you. So we want you to use those things. And I should have listed, I don’t know why I didn’t, all of the things that Heidi is putting together for you, especially that mapping to the test objectives and the modules. That’s that’s really fantastic.

I do not recommend that you use things that are marketed to you, which would be anything that’s not either from the MTTC website or from your program. These things tend to be poorly aligned to the objectives. They tend to ask really low-level questions. I put some names of companies that try to sell you things or try to sell our teachers things. And please stay away from random quizlets. It’s like Wikipedia but worse. It’s like at least Wikipedia has volunteers, that edit content. Quizlets are just terrible. I would not recommend that. All these things, we don’t recommend it because we don’t work with these companies. We don’t vet their materials and we often see, I’ I’ve been in this job for seven and a half years and every time I have somebody email me saying, “But I bought the Mometrix book and I did really well on that.

Why didn’t I pass?” It’s it’s because it didn’t align to the content. They asked really low-level questions and it gave you a false sense of preparation. I don’t think there’s a lot out there for the 139 test, but I’m not going to pass up the opportunity to talk to a bunch of building administrators who will work with teachers. Just please just stay away from those. You want to think about not just studying for your test, but building your professional library. You are going to be the leader in a building soon. And if you’re not already and you’re going to have to know these things.

So we want to make sure that you have good resources that you are using for this test and that you find helpful down the road in the in the real job. So I saw there were like a ton of questions in chat. I think we had a few people raise their hands, but I can go back through Marcy made a comment when we were talking about the constructed response.

She said, “I feel I would not make this level of decision without collaboration and collaboration and research, especially if I was creating a plan to respond to areas that we needed improvement.” And my comment to her and you can add on to this would be that sounds like a great thing to add in your constructed response would be that you would collaborate to come up with some of that because you would learn in your modules that yes that is a key. But I’ll let you guys answer as well. Oh 100%.

Yeah. I definitely I keep having that question makes me think of one of my professors in my leadership program that would say like you there’s no such thing as buyin. Don’t talk to me about buyin because that’s you like and it’s so hard not to. So now we just say like buy in because we don’t want to make her mad. But you don’t want to impose your, vision on somebody else. And I think I think that’s a really good response, Heidi, to put this caveat in. I think what they’re looking for is like what’s your strategy for engaging others in developing a plan? Who are the people that you would want to have in the room with you talking about certain things.

So, if you have if you have a sit a scenario that’s talking about, really low student performance in math, like you might not need to have like your specialists teachers in there. You might, but it just all depends on how you decide to, rationalize it. But yeah, you also wouldn’t go into trying to correct something without an idea of how you’re going to go about it. So I think that’s that’s what I would think about. But a point well taken, Marcy. I appreciate it. And then Tara had a question about being able to utilize scrap paper or jot notes down or things like that during the test. Is that Oh, yeah. Thank you. I totally forgot about that. You’ll get a little whiteboard or sometimes it’s like a laminated, sheet of paper and a dry erase marker and something to erase with. So yeah, you’ll have that available to you.

If you want more, you can just, raise your hand. That 15minute tutorial, when you first sit down at the computer, you have to click around on the screen before you start your test. You can raise your hand and let your proctor know that you want you want more stuff to write with. So there specific questions Marcy asks specific questions can should they answer from their lens. So, for example, if somebody is a CTE director or if somebody is an assistant principal, should they be answering these questions from that lens or should they be answering it in a general sense? That’s a really good question. I’m going to pull up the constructed response because I don’t remember if they’d say it. I think the scenario would say Yeah.

So, like this one says, “You’re a new principal at a magnet high school in an urban district.” So, you want to try as best you can to put on that hat, but yeah. Yeah, we understand that you might you might be a CTE administrator. You might be a third grade teacher in a small or rural district and so you’ve never been at a high school or in an urban district. And the reason for that, but like I tell our program participants is you’re receiving a certification that gives you PK–12.

So that allows you to be an administrator in any of those grade levels. So they’re probably going to ask you a question that would allow you to do that. Even though you’re a CTE administrator and you’re getting this because of CTE, the certification allows you to be a building principal PK–12. So that’s probably why those they’re giving you the roles as well. Yes, 100%. In fact, we get that same question when we have a PK–12 teacher test question. So thinking about like music ed that’s coming up. We’ll have people who just only want to teach high school choir and that is what they are, going to do with their life, but the C lets you do PK–12.

So, we do have to have some things about working with younger children. So, I did see a hand go up during our presentation, but I don’t see the person put a question in the chat. So, if you want to I think it was Debbie Chapman. If you want to unmute and ask your question, feel free. Oh, it was an accident. She got overeager. I know Debbie, she is an overeager learner, so she just got real eager there. No problem there. So, okay, I don’t see any other questions in the chat. I did want to make sure that you guys saw this, last page, which was our contact information. Bridget’s Dr. Garners and NDE help desk as well as mine.

You guys have that information there. You guys can reach out no matter what to reach out to me and if I can’t find the answer from these two lovely ladies, I’m sure I we can track it down some other way. So feel free to reach out. I’m going to give it the last five minutes in case anybody wants to unmute and ask a question, but we’ll sign off at 455. Looks like just a lot of thank yous. Yes, an email will come out with Oh, you probably mean from the program.

Yeah, I’m working on my chart. I just want to make sure that I have a once over with some of our instructors too. So that’s been in process, but that will come out to the whole program as well. As well as this will be posted on our website on MASSP’s website on the public facing and that will be there. Yeah. And if you there was a couple questions about the internship, remember all of that was gone over at the orientation. Or if you haven’t had the orientation yet, that will all have been gone over. And those are recorded as well, so you guys can go back in and watch those as well to make sure you have all of that information.

Okay. All right. All right, ladies. I think that’s it. All right. Thank you so much for the invitation. Hey, thanks you guys. I appreciate it. I really appreciate it idea. It looks like there might be one person with their hand up there. I think they just asked something in the chat now. Okay, sounds good. Can you tell me which person? Hello. There she is. Okay, go ahead. Waff. Hi. How are you? I know I’m I’m a person who like to ask. That’s okay. That’s okay. No, my question is I heard you said that you must register from now or we can wait until toward the end to register to take the exam. I don’t know if I heard that or it was something says. Sure. Sure. You what we suggest as a program is that you wait until the beginning of module 8.

Okay. That’s what I heard. But there’s something else I heard too. So I was sure. Yep. And I think as long as you don’t have if you have any accommodations that you feel like you’re going to need for the exam, you might want to register a little bit ahead of that. And that was comment on that. So maybe when you start module seven, I would I would register for the test then so that you can get your documentation together. Okay, great.

That’s that answer you answer in the second question because I’m still too like I still have like a whole I’m only on module actually I finished module three so I still have a long way do you do y and you’re going to learn a lot but if you need any type of those accommodations that Bridget talked about I would look at maybe the beginning of module seven okay yeah I definitely do I definitely need that okay sounds good yeah thank you very much I appreciate it you guys for guiding us I Honestly, I do need all this guidance because I wasn’t planning on doing all this because until I got that job and now they want us, the school wanted to be certified so kind like Yep. With the big Yep. With the big plans comes the big responsibilities for sure. Definitely.

Thank you, Heidi. Thank you, Bridget. Thank you, everyone. Okay. And I see Margaret has asked I’m in session four of module 8. Should I register immediately? I would say yes. She probably you probably need to register, Margaret. I would get registered because the tests don’t necessarily happen every single week. So, you have to find a good test date. Okay, Maggie. All right, you guys. Thank you so much. I really appreciate it. You guys have a great week. You, too. Thanks so much for having us. Take care.