Practice/Interaction
Students are involved in the activities/learning in a way that encourages them to develop a deeper understanding of content by working with and reflecting upon the material being presented.
Actively Engaged
Closely connected, appropriate and updated components of an education system—such as standards, curricula, assessments, and instruction—work together to achieve desired goals.
Relevant and Aligned
Starts with standards, grows from standards and ends with standards.
Standards driven
Defines the objectives and the approach planned to reach those objectives.
Mission
Belief that your talents can be developed, through hard work, good strategies, and input from others. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement
Growth Mindset
When you apply knowledge and principles to more than one academic discipline simultaneously. The disciplines may be related through a central theme, issue, problem, process, topic, or experience.
Cross-Curricular
Content knowledge is a teachers’ understanding of the subject matter taught. Pedagogical content knowledge is the knowledge needed to make that subject matter accessible to students.
Content Knowledge
Ensures that nothing is lost, that students can still apply what they’ve learned and take on suggestions to improve their understanding of a topic. Ideally, students receive it before they move onto their next assignment.
Timely Feedback
A goal with specific criteria that measure your progress toward the accomplishment of the goal.
Measurable Goal
Climate is “the usual conditions” in a classroom, culture is “a way of thinking, behaving, or working.” in the classroom. The goal is to have both a positive climate and a culture that define how students and teachers work together.
Climate and Culture
In the education industry, the term inclusion is often associated with special education. Inclusion is when a student with special learning and/or behavioral needs is educated full time in the general education program.
Inclusion
A wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students.
Student-Centered Learning
Spontaneous forms of assessment that can easily be incorporated in the day-to-day classroom activities and that measure the students’ performance and progress.
Informal Assessment
Actively plan for students’ differences so that they can best learn. In a differentiated classroom, teachers divide time, resources, and efforts to effectively teach students who have various backgrounds, readiness and skill levels, and interests.
Differentiated Instruction
Classroom behavioral initiatives that account for issues such as cultural beliefs and biases that may reinforce inequity in discipline. Teachers apply cultural competence to classroom management, and to support family engagement.
Equitable Classroom Behavior Agreements
Language used in a particular content area so that students learn in that content area while also acquiring relevant vocabulary and language skills, and also gaining access to a community that expects a particular form of communication.
Content-Specific Language
Occurs or continues after comprehensive knowledge or skill in a subject is accomplished.
Beyond Mastery
Provides learners with guidance in evaluating their learning while supporting their learning commitments.
Learner-Centered Feedback
When you apply knowledge and principles to more than one academic discipline simultaneously. The disciplines may be related through a central theme, issue, problem, process, topic, or experience.
Cross-Curricular
One or more of the following possible characteristics that differs from others: socioeconomic status, race, ethnicity, language, disabilities, and gender
Diverse Populations
Planned, carefully considered interventions that occur when students do not meet the grade level expectations necessary for academic progress.
Targeted Intervention
The process of using familiar cultural information and processes to scaffold learning. Emphasizes communal orientation. Focused on relationships, cognitive scaffolding, and critical social awareness.
Culturally Responsive Pedagogy (Teaching Practices/Instruction)
Systematic, pre-planned data-based tests that measure what and how well the students have learned.
Formal Assessment
Visual prompts that provide students with information regarding their prior learning on a given topic used to provide a scaffold to students during guided practice and independent work
Anchors of Support
A setting that authentically brings traditionally excluded individuals and/or groups into processes, activities, and decision/policy making in a way that shares power. An environment that encourages respect, understanding and acceptance; in which diversity is valued as an asset within the community.
Inclusive Environment