Guide For Primary Places Contest 2010

Sustainer Guide
The National Review of Knowledge and Skills for Elementary Teachers

Index
Introduction ................................................. .................
................................. .............. 3 Paragraph 1. Overview of the
National Review of Knowledge and Skills Teachers ...............................
......... ................................ Purpose .............................
................... 4 .................................................. .......
....... Features ................................................ 4 ............
...................................... ...... 5 Structure of the National Review
of Knowledge and Skills for Elementary Teachers ...............................
....... ............................... 6 References ...........................
..................... .................................................. .......
..... 9 Type of questions contained in the review ..............................
............ .................. 13 Paragraph 2. Recommendations for the study ..
............................................ ............. 14 Paragraph 3. To ta
ke the test .............................................. .....................
.... Enrollment ................................................ 15 ............
...................................... ........... Requirements ................
................................ 15 ............................................
...... ........... 16 On test day .............................................
.................................................. ... 16 Arrive at the venue an
d access to the site of application ....................................... ....
....... 17 General instructions for the review .................................
........... ..................... 18 aspects to be taken into account the sustai
ner ......................................... ...... 18 Paragraph 4. Test Result
s ............................................... ............................ W
ho qualifies examination 20 ............................................. ......
..................................... 20 How the test is scored ................
............................ ........................................ 20 How wil
l know the results ........................................... .................
........... 21 What use can give results .......................................
.. .......................... 22
Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap
rima ESDOCENT EN P AR AR IA
Presentation
This Guide provides useful and important information to those who hold the Natio
nal Examination of Knowledge and Skills Teachers. It gives out the main features
of the present review, the contents are evaluated, the type of questions that w
ill integrate, how they should proceed during the session of examination and oth
er aspects of interest. It is designed to guide the sustainer in everything that
contributes to achieving optimal performance on the test. His careful reading w
ill enable the sustainer familiar with the procedures associated with the implem
entation of the review, which is to avoid any mishap. The guide is organized int
o four sections that develop in logical order, various aspects of the evaluation
to be carried out for national examinations. Point 1 shows the importance of th
is evaluation, its purposes, characteristics, structure and type of exam questio
ns, and bibliography. Paragraph 2 considers issues related to recommendations fo
r the study. Paragraph 3 refers to aspects of the presentation of the review, bo
th for entry to the day of implementation. Paragraph 4 addresses the issue of qu
alification, performance and use. For the bearing construction are advised to wa
tch carefully the Guide, to guide the review of issues-based study herein, and a
lso turn to the literature.
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Paragraph 1. Overview of the National Review of Knowledge and Skills Teachers
Purposes of National Examinations Secretariat of Public Education (SEP) and the
National Union of Education Workers (SNTE) signed the Alliance for Quality Educa
tion (ACE) to promote the transformation of the national education system. This
alliance aims, among other things: "Ensuring that those who run the education sy
stem, schools and those who teach our children to be properly selected ...." In
this context,established that the teaching posts are allocated through national
competition. For the 2008-2009 school year was agreed to implement a transition
al arrangement bilaterally monitored by the SEP and the SNTE, and from the 2009-
2010 school year dictamination call and the competitions would be conducted by a
n independent evaluation body federalist character . A Working Group was integra
ted with representation from the states and an independent technical body with s
pecialists appointed by each state to implement a proposal to the National Compe
tition Places Allocation Teachers 2009. Both bodies have developed, reviewed and
approved all the necessary tools in the selection process for the allocation of
places for teachers during the 2009-2010 school year. This call is fulfilling t
he commitments in the ACE, to promote the systematization of the selection proce
ss for the allocation of places for teachers entering the education system, with
criteria of equity, transparency and accountability.
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Characteristics of National Tests National Tests are aimed at all candidates to
enter the teaching service, whether graduates of teacher training schools and co
lleges across the country considered in the call and in the technical annexes or
While in-service teachers. Are standardized tests: have fixed rules of design,
development, implementation and qualification, the sustainer tests your knowledg
e to respond to various situations in the classroom or school, on educational ma
terials that support their work and understanding of current approaches to teach
ing or school management and mastery of the content taught or required to run a
school. Are selection and its purpose is to elect the best candidates to fill th
e teaching vacancies. Are graded according to the standard, which allows you to
compare the result obtained by the sustainer with the group that submitted the r
eview. They are of medium sensitivity to formal training on the one hand there a
re basic elements pertaining to basic education programs and, on the other, are
learning processes acquired by teachers in their daily practice. They are multip
le choice or responsive each question is accompanied by four answer choices, of
which only one is correct and three distractors. They consist of 80 reagents. Th
e examination may contain additional reagents, in order to evaluate the statisti
cal behavior of the same. Note that these reagents will not be considered for qu
alifying. The geographical coverage of the national test is applied once a year.
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Structure of the National Review of Knowledge and Skills for Elementary Teachers
The assessment includes four areas and nine sub-areas, which are described belo
w:
AREA
DESCRIPTION
Subarea
DESCRIPTION
Refer the domain of the purposes at three levels: general primary education, gen
eral for each subject and each respective grade and approaches them. Refer disci
plinary knowledge of each subject and grade of primary education, organization o
f content in each program and the sequence and relationship between the content
in a subject, between subjects, at a level and between grades. Refer teaching st
rategies and sequences consistent with the purposes, approaches and levels of th
e subjects of primary education, as well as the characteristics and learning nee
ds of children. Refers to the correlation between the planning of teaching and l
earning of children, the relationship between the elements of the planning and u
se of resources to support its development, as well as the type, time, tools and
techniques of assessment and use its results to improve teaching quality.
Domain approaches and purposes of curriculum content knowledge refers to the pur
poses, approaches and contents of the subjects of primary education. Organizatio
n and mastery of content
Teaching Strategies
Teaching skills
Relates the elements and characteristics of the planning of teaching strategies
and instructional sequences that promote learning
Planning and Assessment
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AREA
DESCRIPTION
Subarea
DESCRIPTION
Concerns the ways through which they seek, find and use information as well as t
he recognition, understanding, structuring and use of different types of texts.
Refer to the solution of school problems and everyday life, through identificati
on, approach and analysis. Concerns the philosophical foundations, legal and org
anizational form the regulatory framework of the Mexican educational system. Ref
ers to the ethical principles, reflected in values, the second link in their pra
ctice to provide quality education with equity, relevance, appropriateness, effe
ctiveness and efficiency. Refers to the elements of climate, school culture and
the decisions that govern the relationship between management, staff, students a
nd parents. It also involves the planning of school activities, organization of
education, the guidelines for participating in teamwork and building school proj
ects for achieving shared educational goals.
Specific intellectual skills
Refer the search strategy, structure and use information of various kinds, as we
ll as to address and resolve problem situations.
Use of Information
Troubleshooting Legal Duties of the teaching profession ethical implications of
being and teaching activities
Regulations, management and teaching ethics
Refers to the ethical principles that the teacher incorporates the foundations a
ccording to philosophical, legal and organizational Mexican educational system t
o provide quality education, the functioning of schools, the organizational stru
cture, the elements of climate and school culture and decision making for achiev
ing shared educational goals.
School management
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Next, the structure of the test:
AREAS
SUB-AREAS
REAGENTS FOR Subarea
Domain approaches and purposes of curriculum content
9
Organization and mastery of content Teaching Strategies
11
11 9 9 11 8
Planning and evaluating teaching skills Use of information Intellectual skills s
pecific regulatory Troubleshooting Duties of the Teaching Profession Standards,
ethical management and ethical implications of being teachers and school teachin
g activities Total Management
6
June 1980
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Bibliography
Domain of curriculum content
SEP (1993). Plan programs and primary education, Mexico, 162 p. SEP (1994). File
educational activities. Spanish. First through sixth grades SEP (1994). File di
dactic activities. Math. First through sixth grades SEP (1995). Paper for the te
acher. Geography. Fourth through sixth grades SEP (1995). Paper for the teacher.
Geography, history and civics. Third through sixth grade, Mexico, SEP (1995). P
aper for the teacher. History. Fourth through sixth grades SEP (1997). Progress
program for each grade, Mexico, SEP (1998). Paper for the teacher. Natural Scien
ces. Third through sixth grades SEP (2008). Comprehensive program of civic and e
thical education for primary education, Mexico
Teaching skills
Aebli, Hans (1998). Twelve basic forms of teaching, Madrid Candela, Antonia (199
5). Science Teaching, Vol. 14, Barcelona, Institute of Education Sciences at the
Autonomous University of Barcelona Casanova, Maria Antonia (1 998). Educational
evaluation. Basic School, Mexico, Spanish Cooperation / SEP (Library of normali
en) Cohen, H. Dorothy (1997). How children learn, Mexico, SEP (Library of normal
) Gvirtz, Silvina and Mariano Palamidessi (1998). The ABC of the teaching task:
curriculum and teaching, Argentina, Aique Hernandez, J. (1998). Motor clumsiness
, a model for curriculum adaptation, Barcelona / EE. UU.
9 of 22
Lou, M.A. and M. Lopez (1998). Psycho-pedagogical Bases of Special Education, Ma
drid, Narcea Pyramid Monereo, Carles (1998). Strategies for teaching and learnin
g, Mexico, SEP (Library of normal) Puigdellivol, Ignasi (1996). Schedule classro
om and curricular alignment. The treatment of diversity, Barcelona, Graó, 133 p.
Saint-Onge, Michel (2000). I explain but they ...Learning "?, Mexico, SEP (Lib
rary of normal). SEP (1994). Teaching Activities File. Spanish, first through si
xth grades SEP (1994). Teaching Activities File. Math. First through sixth grade
s SEP (1995). Paper for the teacher. Geography. Fourth through sixth grades SEP
(1995). Paper for the teacher. Geography, history and civics. Third through sixt
h grades SEP (1995). Paper for the teacher. History. Fourth through sixth grades
SEP (1998). Paper for the teacher. Natural Sciences. Third through sixth grades
Zabala Videla, Antonio (1998). Educational practice. Teaching, Barcelona, Graó
Specific intellectual skills
Cassany, Daniel (1993). The kitchen of writing, Barcelona, Anagrama Diaz Barriga
, Frida (2005). Teaching strategies for meaningful learning, Mexico, MacGraw-Hil
l, 465 p. Manen, Max (1998). The touch in teaching. The meaning of pedagogical s
ensitivity, Cambridge, Polity Press, pp. Porlan 159-214, Rafael (1993). Journal
of the teacher. A resource for research in the classroom, Sevilla, Diada Donald
Schön, A. (1998). The reflective practitioner, how professionals think when acti
ng, Cambridge, Polity Press Serafini, M. Teresa (1997). How to write a topic, Me
xico, Paidós Serafini, M. Teresa (1997). How to write. Mexico, Paidós Serafini,
M. Teresa (1997). How to study. Mexico, Polity Press
10 of 22
Solé, Isabel (1997). Reading strategies, Barcelona, Grao, pp. 17-19
Regulations, management and teaching ethics
Antúnez, Serafin (1999). "The participation of families in the project managemen
t," in Transforming our school. Year 2, no. April, June, Mexico, SEP, pp. 7 and
11. Buxarrais, Maria Rosa et al. (1997). Moral education in primary and secondar
y. Mexico, Spanish Cooperation / SEP (Library of normal), pp. 75-85. Constitutio
n of the United Mexican States. Arts. 3rd and 31, Fracc. 1 and 130. Frondizi Bis
ieri (1995). "What are values?" In What are values? An introduction to axiology.
3rd ed. Mexico, FCE (Breviarios, 135) pp. 11-23. General Law of Education. Mexi
co, 1993. Martín Martínez, Miquel (1998). "Educational Project, values education
and moral development" in the moral contract for teachers. Conditions for a new
school. Bilbao, Desclée De Brouwer, pp, 76-109. Perrenoud, Philippe (2004). Ten
new skills to teach. Mexico, SEP (BAM). Ramirez, Raymond R. (2000). "For a new
public school" Transform our school. DGIE / SEP, Year III No. 5, June, Mexico, p
p 6, 7 and 10. Rockwell, Elsie (1985). Being a teacher, teaching labor studies.
Mexico, Ediciones El Caballito / SEP, pp. 103-108. Samman, Pam et al. (1998). Ke
y characteristics of effective schools. Mexico, SEP (BAM). Savater, Fernando (19
98). Ethics for Amador, Mexico, SEP, BAM, pp. 17-33 and 67-81. Schmelkes, Sylvia
(2000). The quality of education and school management. SEP, stopping first nat
ional course directors of primary education. Readings, Mexico. pp. 125-134. SEP
(2004). Preschool Program 2004. Mexico, pp.9-17. SEP (2005). Internal Regulation
of the SEP, January 21, 2005. Mexico. SEP (2006). Curriculum 2006, High. Mexico
, pp. 5-8. SEP. Secretarial Agreement 384, Mexico. SEP. Code of Ethics. Mexico.
11 of 22
SEP. Education Sector Program 2007-2012. Mexico.
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Type of questions contained in the examination The examination questions are for
mulated with different levels of complexity. Each question or reagent can be pre
sented in different formats and includes all instruction and information necessa
ry to resolve them, besides the response options identified under subparagraphs
A), B), C) or D) of the only one is correct. 1. Direct questioning is an interro
gative statement, a direct statement on a specific content or a phrase that need
s to be completed in its final part. 2. Hierarchy or order is a list of items th
at must be managed according to a criterion. 3. Complete sentences are sentences
in which omitted a word or words in different parts of the text. 4. List of col
umns are two lists of elements to be linked together according to certain criter
ia to be specified in the instructions of the reagent. 5. Choice of elements in
this format presents a questionstatement or affirmation, followed by several el
ements that respond to or characterized, but not all elements are part of the co
rrect answer, hence the sustainer must select only those that correspond to esta
blished criteria.
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Examples of test reagents is one of the purposes of teaching the mathematics in
the second grade. A) Solve problems of multiplication and division with two digi
t numbers using conventional B) use informal procedures of addition and subtract
ion with whole numbers up to four digits C) Use unconventional procedures to sol
ve multiplication and division with numbers of two Figures D) Solve problems inv
olving addition and subtraction with two-digit whole numbers using informal proc
edures correct option (C) Select the option that contains the correct relationsh
ip between the two columns, to express the aims of history teaching. Purpose 1.
Rate 2. Contribute 3. Add support a) the study of a specific culture or period b
) The great works of art and aspects of everyday life c) To stimulate interest a
nd appreciation for the past d) The study of specific issues concerning
A) B) C) D)
1b, 2a, 3c 1b, 2c, 3a 1d, 2a, 3b, 1d, 2c, 3b
Correct option (B)
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Section 2. Recommendations for the study to access the different literature sour
ces proposed in this Guide, you can: Attend Teacher Centers closest to
your home (http://formacioncontinua.sep.gob in the league. mx / index.php? opti
on = com_wrapper & view = wrapper & Itemid = 82 can see the different directions
). Consult the different materials in the Continuing Education website (http://f
ormacioncontinua.sep.gob.mx/). Browse online materials for all levels of educati
on, which is the website of the Directorate General of Educational Materials (ht
tp://basica.sep.gob.mx/dgme/start.php?act=matlinea). See all materials in the we
bsite of the Directorate General of Curriculum Development for both secondary an
d primary (http://basica.sep.gob.mx/dgdc/sitio/start.php?act=programas). See all
materials in the website of the normal network (http://normalista.ilce.edu.mx/n
ormalista/index.htm).
Paragraph 3. To take the test
Registration To register for the contest, it is required pre-register on the web
site www.concursonacionalalianza.org and get your registration form. The pre-reg
istration period is from Monday July 27 to Sunday August 2, 2009. The National R
egistration System-Information SNRI-prompted for the CURP and where appropriate,
provide a link for viewing or process it. This data will be the key to his reco
rd and also to see your results. The system will require information on the type
of place to which it aspires, general data, educational and other requirements
requested by the state. In the case of applicants to the call of Teachers in Ser
vice, the information of the education system to which it belongs, the school wh
ere he works, his specialty, etc. In the case of applicants to the call for new
revenue generation, education, school was formed, the type of place to which it
aspires. We recommend you have this information available when you make your pre
-registration online.
15 of 22
You must log on only one job type bankrupt, and where appropriate, to a single f
ederalized education system or state-level education and modality. In some entit
ies, the system will allow the applicant the option to choose the venue nearest
to register your address and the date and time to be submitted. If eligible, the
system will print a "pre-registration form" with general data, date and place o
f location of the headquarters to make registration and documents to be submitte
d. If the type of place to which it aspires not considered in the contest or did
not meet the criteria required by the entity as a technical annex, the National
Register of information will give you a "statement of rejection" stating the re
asons. The registration period is from Wednesday 29 July to Friday 9 August.Wit
h pre-registration form, an official photo identification (voter, professional c
ertificate or passport) and three child-size photos, go to the relevant seat at
the time and date designated herein. Requirements To register for the examinatio
n must be presented at the headquarters of record the following: Tit
le, professional certificate or record of professional examination in accordance
with the requirements of the square the contest. Proof of studies with grade po
int average. Military records released (men). Unique Key Population Registration
(CURP). Official identification (voter registration card or passport). Other do
cuments required by technical annex.
The technical annexes may be found at the following address: www.concursonaciona
lalianza.org and headquarters for registration. On test day tests will be applie
d simultaneously across the country to which it is necessary that the applicant
is presented with the Review tab and official photo identification.
16 of 22
The National Review of Knowledge and Skills Teachers apply simultaneously throug
hout the country on Sunday, August 16, 2009, at 11:00 pm Central Time, 09:00 am
Pacific time and 10:00 hours time Gulf. After this time, there will be no sustai
ning access to the Headquarters of Implementation. The applicant must be submitt
ed with the form review and official photo identification. The time for resolvin
g the national exam is two hours and thirty minutes. The venues for implementati
on by state and Federal District shall consult in www.concursonacionalalianza.or
g
Arrival at the venue and access to the site of application by the venue that was
assigned to support the review, the date and time indicated on the Review tab.
To access the exam, before starting the session, you are prompted to review your
record, along with an official photo identification and signature in order to v
erify your identity. There will be a record attendance in a form intended for th
is purpose. It is important to verify that your name is well written and to sign
their entry into the space provided. Based on the attendance register will info
rm the physical place it deserves, to be occupied throughout the test. Listen ca
refully to the instructions of the applicator, it will provide information about
the beginning and the end of the examination and other important instructions.
The primary mission of the applicator is to lead the examination session and gui
de bearing construction. Please clarify with the applicator any questions about
the procedure. Once you have received instructions shall begin its consideration
, it is important not to try to get ahead, then it should be clear about the ins
tructions you mention the applicator.
17, 22
General indications for the test Before the test resolution, the applicator will
give detailed instructions for filling of documents, as well as to answer speci
fic examination. Make sure that you fully understand each and every one of the i
nstructions and, if necessary, ask the applicator anyone who is not clear. The s
ession is led by the applicator and he will be responsible for compliance with t
he procedure established for that purpose. It is essential that as a sustainer a
ddress the indications and collaborate to achieve a proper environment inside an
d outside the application space, allowing optimal development and evaluation in
terms of equity. It is very important to pay special attention when finished ans
wering the examination to verify that data is correct and complete.
Aspects to be taken into account previously sustainer suggest visiting the seat
for the exam in order to provide for any misadventure that affects your arrival.
Please note to be submitted an hour before the start of the examination. If you
have any disability or other condition it considers that during the implementat
ion of the review would require some kind of conditioning of space or special co
nsideration, please report it to take, as far as possible, the necessary provisi
ons in the host application. Try to rest the day before the test. Eat healthy fo
ods, and sufficient light. Porte a clocknote that you can not use the alarm dur
ing the test. Bring No. 2 pencil or 2 1 / 2, white rubber and sharpener, are ess
ential for the test. Remember to take your official photo identification and sig
nature, as it is indispensable. Be sure to take the examination form obtained wh
en you registered.
18 of 22
Be sure to bring the equipment strictly necessary for the resolution of the test
. Remember you are not allowed to use materials and equipment. Not allowed the u
se of cellular, computer, PDA, pager and palm. Wear comfortable clothes. These a
re the minimum conditions and the mode of operation during the conduct of their
examination. Although some recommendations may seem elementary, it is considered
appropriate that to improve performance and accelerate their participation. Not
e that specific information on the review is contained in the corresponding call
.
19 of 22
Paragraph 4. Test Results Who qualifies the Test Directorate General for Policy
Evaluation, through electronic means and CENEVAL monitoring and of Transparencia
Mexicana and a Notary Public, is responsible for reading and scoring of answer
sheets used for National Examinations, with stringent security measures to ensur
e the transparency of their performance each sustaining. How the test is graded
Judging is done in four stages, which are described below: a) Optical scanning.
At the conclusion of the implementation of the examination, answer sheets will f
ocus on a national headquarters to be processed through an optical reader. b) Ve
rification of the template. In reading the file runs the program to verify Itema
no key errors. c) Rating. Through a program created expressly to qualify unanim
ously approved by the Authority as an Independent Evaluation Federalist is the u
se of a dual process that considers as input the availability of places and sust
aining the results of each review and rate square in the competition. For more i
nformation about this method of accreditation, see page www.concursonacionalalia
nza.org d) Review of scores. Listings are printed to compare the allocation of s
cores by sustainer and, if correct, should shape the preliminary files for the s
tates. e) Results. Scores are obtained by partial and global assessment area for
each sustainer, in the following performance levels: "Acceptable. -Requires Aca
demic Equalization. "Not Acceptable (30% correct or less) the sustaining the lev
el of performance is not acceptable, may not be employed during 2009-10.
20 of 22
In case of tie, the overall results of the National Review of Knowledge and Skil
ls Teachers, to be considered: First criterion: The score obtained on each of th
e domains or areas in the following order: Intellectual skills specific doma
in of curriculum content Skills Teaching Standards, ethical management and t
eaching Second criterion: The average obtained by the sustainer in the degree, f
or applicants to the call for new revenues, and the number of years of service f
or sustaining a Call for Teachers in Service. Third criterion: The annex setting
out the relevant state.
How will know the results The conveners of this National Competition will publis
h the results by state, with folio number and type of review at the website www.
concursonacionalalianza.org on Sunday August 23, 2009 The organizers handed to e
ach entity federation and the Federal Aviation Administration Federal District E
ducational Services listings of all applicants as the education system and job t
ype, sorted from highest to lowest score. For the case of states that apply addi
tional assessments in Annex of the State concerned, the results are considered p
reliminary and folio number of points obtained by sustaining to be submitted, wh
ere appropriate, to the additional assessments in Annex corresponding state.Onc
e completed additional assessments mentioned in the annexes of corresponding sta
tes, the final results are published on the Web www.concursonacionalalianza.org
21 22
What use can give the results Once the rating process, you can view your examina
tion results, with the federal folio that was assigned at the time of registrati
on, the Web page www.concursonacionalalianza.org These results will be useful to
know the specific issues that you did not present any problem and that needs to
be strengthened. The following images are a sample of the information presented
in the previous cycle. Finally, we put their hands on this guide, hoping to be
an important support for the National Competition process teaching vacancies 200
9-2010 Allocation success!
22 of 22

Guide For Primary Places Contest 2010

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The National Review of Knowledge and Skills for Elementary Teachers

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