High School
Teacher Cadet
Curriculum Essentials
Document
Boulder Valley School District
Department of CTEC
June 2012
Introduction
Teacher Cadet is a honors class designed to prepare high school juniors and seniors to become teachers.
Teacher Cadet is an innovative, experiential curriculum where students will gain knowledge about teaching
and learning. The skills mastered will be helpful in college and career. Students will analyze and practice
specific skills related to being an educator as well as develop basic career skills. This is a year-long
elective where students will have a chance to make a difference with the children they come in contact
with as they “try out” teaching.
An important part of the Cadet experience is to practice what they study through hands-on involvement
with students in a Boulder Valley classroom. Cadets work for an experienced teacher for a minimum of 50
hours.
Students will experience the many aspects of education first hand through guest speakers, panel
discussions, field trips, observations, college tour, and a field experience. There will be opportunities for
out of school activities through FCCLA. Being involved in the community is part of the leadership and
learning process. Students will complete a minimum of 15 hours of community service during the school
year.
Cadets prepare a professional portfolio, reflecting growth in learning and skill development. Most
colleges of education require graduating teachers to have a cumulative portfolio with proof that she/he is
proficient in all of the required Colorado Teacher Licensure Standards. The portfolio will contain artifacts
of students class work, field experience, volunteer and professional student organization activities.
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Teacher Cadet Overview
Topics at a Glance
Course Description
Interested in teaching as a possible profession?
Interested in the role education plays in society? If so,
this is the class for you! Students will be involved in a
fast paced, innovative, hands-on curriculum where they
gain knowledge about teaching and learning. Teacher
Cadets will develop skills that are helpful in college and
beyond, such as presentation, public speaking, writing,
communication and reasoning. Students experience the
rewards of teaching through a “mini teaching” field
experience as a part of the course work. This is a
yearlong, sequential honors elective course with college
credit options. Teacher Cadet is aligned with the
Colorado Teacher Licensure Standards.
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Awareness and Reflection of learning
Learning styles
And
needs
Human growth and
development
History and trends
Of Education
Structure and Governance of education
Certification and
Employment of
Education
Ethics and
Educational professionalism
Observation and preparation of the classroom
Internship
Analysis and reflection
Leadership Skills
CTSO-FCCLA
Assessments
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Teacher and Student Designed Assessments
Research Projects
Presentations
Collaborative Projects
Essays
Formal Assessments
Class Discussion and Participation
Observations Portfolio
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H80A H80B---Teacher Cadet
Level: 11-12
Course Length: Year
Prerequisites: Completed Application
Credits: 10
Elective Credit
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Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the
Colorado education system must master to ensure their success in a postsecondary and workforce
setting.
1. CTE Essential Skills: Academic Foundations
ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of
career and postsecondary education opportunities within a career cluster.
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Complete required training, education, and certification to prepare for employment in a
particular career field
 Demonstrate language arts, mathematics, and scientific knowledge and skills required to
pursue the full range of post-secondary and career opportunities
2. CTE Essential Skills: Communications Standards
ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting
information and ideas, including technical terminology and information
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Select and employ appropriate reading and communication strategies to learn and use
technical concepts and vocabulary in practice
 Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas
and information to enhance communication in the workplace
3. CTE Essential Skills: Problem Solving and Critical Thinking
ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate)
independently and in teams using creativity and innovation.
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Prepared Graduate Competencies in the CTE Essential Skills standard:
 Employ critical thinking skills independently and in teams to solve problems and make
decisions
 Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or
customers
 Conduct technical research to gather information necessary for decision-making
4. CTE Essential Skills: Safety, Health, and Environmental
ESSK.06: Understand the importance of health, safety, and environmental management systems in
organizations and their importance to organizational performance and regulatory compliance
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Implement personal and jobsite safety rules and regulations to maintain safe and helpful
working conditions and environment
 Complete work tasks in accordance with employee rights and responsibilities and
employers obligations to maintain workplace safety and health
5. CTE Essential Skills: Leadership and Teamwork
ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish
organizational goals and objectives
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Employ leadership skills to accomplish organizational skills and objectives
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6. CTE Essential Skills: Employability and Career Development
ESSK.09: Know and understand the importance of employability skills; explore, plan, and
effectively manage careers; know and understand the importance of entrepreneurship skills
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Indentify and demonstrate positive work behaviors and personal qualities needed to be
employable
 Develop skills related to seeking and applying for employment to find and obtain a
desired job
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COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS
REVISION & ACADEMIC ALIGNMENT PROCESS
Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic
perception of vocational education. They are Colorado’s best kept secret for:
• Relevant & rigorous learning
• Raising achievement among all students
• Strengthening Colorado’s workforce & economy
Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually
through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community
Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable
experiences by their enrollment in these programs.
ALIGNMENT REQUIRED BY SB 08-212
22-7-1005. Preschool through elementary and secondary education - aligned standards adoption - revisions.
2(b): In developing the preschool through elementary and secondary education standards, the State
Board shall also take into account any Career & Technical Education standards adopted by the
State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S.,
and, to the extent practicable, shall align the appropriate portions of the preschool through
elementary and secondary education standards with the Career and Technical standards.
STANDARDS REVIEW AND ALIGNMENT PROCESS
Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards
review and alignment process that involved:
NATIONAL BENCHMARK REVIEW
Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed
by the United State Department of Education, Division of Adult and Technical Education. This model
provided access to a national set of business and industry validated knowledge and skill statements for 16
of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster
• Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based
standards and outcomes
• In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and
outcomes.
COLORADO CONTENT TEAMS REVIEW
The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and
outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary
faculty from across the state. Participation by instructors from each level ensured competency alignment
between secondary and postsecondary programs. These individuals also proposed the draft academic
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alignments for math, science reading, writing and communication, social studies (including Personal
Financial Literacy) and post secondary and workforce readiness (PWR.)
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ACADEMIC ALIGNMENT REVIEW
In order to validate the alignment of the academic standards to the Career & Technical Education
standards, subject matter experts in math, science, reading, writing and communication, and social
studies were partnered with career & technical educators to determine if and when a true alignment
existed.
CURRENT STATUS
• One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career
& Technical Education programs.
• 52 pathways with validated academic alignments
• 12 pathways with revised standards ready for alignment (currently there are no approved programs in
these pathways)
• 21 pathways where no secondary programming currently exists. Standards and alignments will be
developed as programs emerge.
• Available for review at: www.coloradostateplan.com/content_standards.htm
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Colorado Career & Technical Education Standards Academic Alignment Reference System
The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway
(81). In addition, a set of “Essential Skills” was developed to ensure the Postsecondary and Workforce
Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career
clusters and should form the basis of each CTE program.
Organization
Essential Skills
There exists a common set of knowledge and skills that are applicable to all students regardless of which
cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance
the development of postsecondary and workforce readiness skills.
Career Cluster
A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career
Clusters organize academic and occupational knowledge and skills into a coherent course sequence and
identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the
workplace. Students learn in school about what they can do in the future. This connection to future goals
motivates students to work harder and enroll in more rigorous courses.
Career Pathway
Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum
design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that
they require a set of common knowledge and skills for career success.
Prepared Completer Competency
This level targets the “big ideas” in each pathway. These are the competencies that all students who
complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting.
Prepared Completer Competencies will not usually be “course” specific but grow with the student’s
progression through the sequence of courses.
Concept/Skill
The articulation of the concepts and skills that indicates a student is making progress toward being a
prepared completer. They answer the question: What do students need to know and be able to do?
Evidence Outcome
The indication that a student is meeting an expectation at the mastery level. How do we know that a
student can do it? Pathway Abbreviation (4 Letter)
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Academic Alignments
Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and
Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter
experts using the following criteria:
• It was a point where technical and academic content naturally collided;
• The student must demonstrate adequate proficiency with the academic standard to perform the
technical skill; and
• It could be assessed for both academic and technical understanding.
Colorado’s CTE programs have had academic alignments dating back to the early 1990’s. While these
alignments resulted in an increase in academic focus in CTE programs, the reality is that a true
transformation in intentional teaching toward the academic standard was limited.
With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an
identified alignment, they must also be intentional about their instruction of the academic standard. CCCS
will be providing professional development and instructional resources to assist with the successful
implementation of this new expectation. In addition, this expanded expectation will require increased
collaboration between CTE and academic instructors to transform teaching and learning throughout each
school.
For each set of Cluster and Pathway standards, the academic alignments have been included and are
separated by academic area. CCCS chose to align at the “Evidence Outcome” level. The aligned academic
evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see
Illustration A.
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The academic standard number used in the alignments matches the Colorado Department of Education
standards numbering convention.
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Teacher Cadet
TCTR.01
Achieve additional academic knowledge and skills required to pursue the full range of career
and postsecondary education opportunities within a career cluster
TCTR.01.01
Employ fundamental principles of psychology to enhance learner achievement.
TCTR.01.01.a
Employ fundamental knowledge of developmental theory to enhance learner
achievement.
TCTR.01.01.b
Employ fundamental knowledge of learning theory to enhance learner achievement.
TCTR.01.02
Employ fundamental principles of sociology to enhance learner achievement.
TCTR.01.02.a
Employ fundamental knowledge of the social interaction of individuals and
institutions to enhance learner achievement.
TCTR.01.02.b
Analyze social barriers to learning.
TCTR.01.02.c
Employ fundamental knowledge of the dynamics of sociological change to enhance
professional practice.
TCTR.01.03
Utilize knowledge about the history and belief systems of multiple cultural, ethnic, and
racial groups to enhance learner achievement.
TCTR.01.03.a
Explain the history of multiple cultural, ethnic, and racial groups as it relates to
learning.
TCTR.01.03.b
Explain multiple cultural, ethnic, and racial groups’ belief systems that relate to
learning.
TCTR.01.04
Analyze and apply knowledge of the relationships between education and society to
enhance learner achievement.
TCTR.01.04.a
Employ fundamental knowledge of educational philosophies to enhance learner
achievement.
TCTR.01.04.b
Analyze structures for governing professional practices in learning settings.
TCTR.01.04.c
Apply fundamental knowledge of economics to enhance learner achievement.
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TCTR.01.05
Explain and apply a variety of instructional models to enhance learning achievement.
TCTR.01.05.a
Explain models of instruction.
TCTR.01.05.b
Employ models of instruction to enhance learner achievement.
TCTR.01.06
Employ knowledge of economic principles to enhance understanding of professional
practices in learning settings.
TCTR.01.06.a
Employ fundamental knowledge of macroeconomics to enhance funding for
professional practices in learning settings.
TCTR.01.06.b
Employ fundamental knowledge of microeconomics to enhance funding for
professional practices in learning settings.
TCTR.02
Use oral and written communication skills in creating, expressing and interpreting information
and ideas including technical terminology and information.
TCTR.02.01
Apply verbal communication skills to enhance learning and stakeholder commitment to
learning organization.
TCTR.02.01.a
Provide information using motivational and engaging communication techniques.
TCTR.02.01.b
Use non-verbal communication to enhance verbal communication.
TCTR.02.01.c
Customize communication messages to fit the audience members.
TCTR.02.01.d
Recognize and address barriers to oral communication.
TCTR.02.01.e
Give clear verbal directions.
TCTR.02.01.f
Utilize feedback to improve communication.
TCTR.02.02
Employ communication skills in interactive situations to enhance learning and
stakeholder commitment to the organization.
TCTR.02.02.a
Utilize interviewing skills.
TCTR.02.02.b
Utilize discussion skills.
TCTR.02.02.c
Utilize questioning skills.
TCTR.02.02.d
Apply listening skills to enhance learning and stakeholder investment in learning
organization.
TCTR.02.02.e
Follow verbal directions.
TCTR.02.03
Use writing skills to enhance stakeholder commitment to the learning organization.
TCTR.02.03.a
Write informational correspondence to stakeholders in the learning environment.
TCTR.02.03.b
Write clear directions for learners.
TCTR.02.03.c
Write summative reports regarding the learning environment.
TCTR.02.03.d
Write position papers on issues affecting learning environments and organizations.
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TCTR.02.03.e
TCTR.02.04
Employ graphic communication to enhance learning and stakeholder investment in
learning organization.
Use knowledge of reading strategies in the content area to enhance learner
achievement.
TCTR.02.04.a
Understand content, technical concepts, and vocabulary to analyze information and
follow directions.
TCTR.02.04.b
Communicate information, data, and observations that apply information learned
from reading to actual practice.
TCTR.03
Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently
and in teams. Solve problems using creativity and innovation.
TCTR.03.01
Apply problem-solving and critical thinking skills in educational and training settings to
enhance instruction and learner achievement.
TCTR.03.01.a
Utilize scientific thinking to solve education and training related problems.
TCTR.03.01.b
Synthesize multiple and conflicting data and viewpoints to derive a position on
educational issues.
TCTR.03.01.c
Utilize reflection strategies to improve instructional skills and learner achievement.
TCTR.03.01.d
Utilize perspective-taking to enhance instruction and learner achievement.
TCTR.03.01.e
Utilize conflict resolution strategies to resolve issues in educational contexts.
TCTR.03.02
Evaluate educational perspectives, policies and procedures using critical thinking in
order to intelligently discuss educational issues.
TCTR.03.02.a
Analyze the diversity of objectives and perspectives of multiple stakeholders.
TCTR.03.02.b
Analyze public and organizational policies and procedures.
TCTR.04
Use leadership and teamwork skills in collaborating with others to accomplish organizational
goals and objectives.
TCTR.04.01
Employ knowledge of group processes and skills for working collaboratively to enhance
professional practice.
TCTR.04.01.a
Employ interpersonal skills to enhance professional practice.
TCTR.04.01.b
Employ group processes knowledge and skills to enhance professional practice.
TCTR.05
Know and understand the importance of professional ethics and legal responsibilities.
TCTR.05.01
Analyze and explain ethical and legal boundaries of professional practice in learning
settings to enhance professionalism in education and training.
TCTR.05.01.a
Explain major laws that govern behavior within learning settings.
TCTR.05.01.b
Analyze ethical responsibilities in professional practice within learning settings.
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TCTR.05.01.c
TCTR.05.02
Explain institutional policies and procedures that relate to ethical and legal
behavior.
Explain legal rights that apply to stakeholders and practitioners within learning settings
to enhance professionalism in education and training.
TCTR.05.02.a
Explain legal rights of stakeholders within learning settings.
TCTR.05.02.b
Explain legal rights of professional practitioners within learning settings.
TCTR.05.03
Exhibit ethical and legal behavior within educational and training settings to model
professional behaviors.
TCTR.05.03.a
Perform work duties according to legal boundaries.
TCTR.05.03.b
Perform work duties in accordance with legal rights of stakeholders and coworkers.
TCTR.05.03.c
Perform work duties according to ethical boundaries.
TCTR.06
Know and understand the importance of employability skills. Explore, plan, and effectively
manage careers. Know and understand the importance of entrepreneurship skills.
TCTR.06.01
Explore, describe, and determine career options using research skills in order to plan for
a career in education and training.
TCTR.06.01.a
Use self-assessment and assessment by others to match personal characteristics to
those associated with successful professional practice.
TCTR.06.01.b
Explain career trajectories in education and training.
TCTR.06.01.c
Use relationships with other professionals to explore career options.
TCTR.06.01.d
Construct an individual career plan.
TCTR.07
Use the technical knowledge and skills required to pursue the targeted careers for all
pathways in the career cluster, including knowledge of design, operation, and maintenance of
technological systems critical to the career cluster.
TCTR.07.01
Employ and adapt instructional strategies within educational and training settings to
enhance learner achievement.
TCTR.07.01.a
Apply instructional strategies to enhance learner achievement.
TCTR.07.01.b
Adapt instructional strategies based on learner performance.
TCTR.07.01.c
Use instructional tools to enhance learner achievement.
TCTR.07.02
Employ organizational and logic skills and enhance professional practice.
TCTR.07.02.a
Employ record keeping skills to enhance professional practice and meet
accountability standards.
TCTR.07.02.b
Employ logic skills to enhance professional practice.
TCTR.07.03
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Conduct, interpret, and share research findings to enhance professional practice.
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TCTR.07.03.a
Identify credible sources of research to enhance professional practice.
TCTR.07.03.b
Conduct research to enhance professional practice.
TCTR.07.03.c
Interpret research to enhance professional practice.
TCTR.07.03.d
Disseminate research results to enhance professional practice.
TCTR.08
PLANNING/PREPARING
TCTR.08.01
Use fundamental knowledge of subject matter to plan/prepare effective instruction.
TCTR.08.01.a
Use resources and professional development to update knowledge and skills on an
ongoing basis.
TCTR.08.01.b
Identify prerequisite knowledge that will provide a bridge between past and future
knowledge for learners.
TCTR.08.01.c
Apply principles of scope and sequence while planning instruction.
TCTR.08.01.d
Integrate various content to make explicit the connections to other subject matter.
TCTR.08.01.e
Explain connection to life and career applications when making content relevant.
TCTR.08.02
Meet the needs of learners and organizations to design courses/programs.
TCTR.08.02.a
Analyze standards, organization goals, and learners when selecting content.
TCTR.08.02.b
Use assessment tools when determining needs of learners and organizations.
TCTR.08.02.c
Employ analytical skills while evaluating instructional resources and program
materials.
TCTR.08.03
Employ knowledge of learning and developmental theory to describe individual learners.
TCTR.08.03.a
Locate theory-based information to describe individual learners.
TCTR.08.03.b
Apply learning and developmental theory to relate individual characteristics to the
learning process.
TCTR.08.04
Examine and apply teaching/learning theory and instructional skills to plan appropriate
educational strategies.
TCTR.08.04.a
Use knowledge of learners when aligning instructional strategies to learners’
backgrounds.
TCTR.08.04.b
Apply teaching/learning theory while selecting learning activities.
TCTR.08.04.c
Employ multiple methods for grouping learners.
TCTR.08.04.d
Employ organizational skills while designing a coherent structure of instructional
strategies.
TCTR.08.04.e
Develop strategies to encourage the transfer of knowledge and skills.
TCTR.08.05
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Identify and locate materials/resources needed to support instructional plans.
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TCTR.08.05.a
Identify materials and resources needed to enhance instruction.
TCTR.08.05.b
Identify resources to aid learners in learning.
TCTR.09
LEARNING ENVIRONMENT
TCTR.09.01
Establish a positive climate to promote learning.
TCTR.09.01.a
Establish respect and rapport to foster positive social and intellectual interactions.
TCTR.09.01.b
Explain the importance of content to promote interest in learning.
TCTR.09.01.c
Establish challenging expectations for each learner.
TCTR.09.02
Employ motivational, social, and psychological theory and effective practices to guide
learners’ personal conduct.
TCTR.09.02.a
Document standards of conduct and expectations clearly.
TCTR.09.02.b
Monitor learners' personal conduct using a variety of strategies.
TCTR.09.02.c
Respond to learners' personal conduct by providing appropriate feedback.
TCTR.09.03
Use organizational and relationship-building skills to manage instructional activities and
related procedures.
TCTR.09.03.a
Utilize engagement of learners to optimize benefits of instructional groups.
TCTR.09.03.b
Manage instructional transitions while employing time management skills.
TCTR.09.03.c
Employ organizational skills while managing instructional resources (i.e., tools,
equipment, supplies, and materials).
TCTR.09.03.d
Perform non-instructional duties.
TCTR.09.03.e
Supervise learners using organizational and relationshipbuilding skills.
TCTR.09.04
Consider physical elements in an educational or training setting to optimize learning.
TCTR.09.04.a
Arrange space, equipment, and furniture within learning settings to optimize
learning.
TCTR.09.04.b
Use physical access and spacing requirements within learning settings.
TCTR.10
INSTRUCTION
TCTR.10.01
Employ instructional strategies in a learning setting to advance learning.
TCTR.10.01.a
Use appropriate representations to make content meaningful to learners.
TCTR.10.01.b
Use learning activities and assignments to challenge and engage learners.
TCTR.10.01.c
Use content and knowledge of teaching/learning while delivering instruction.
TCTR.10.01.d
Employ instructional materials and resources to enhance learning.
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TCTR.10.01.e
Use questioning techniques to encourage higher-order thinking.
TCTR.10.01.f
Use discussion techniques to engage learners.
TCTR.10.01.g
Employ educational technology to enhance learning.
TCTR.10.01.h
Use cooperative learning techniques to engage learners.
TCTR.10.01.i
Use work-based learning techniques to extend learning.
TCTR.10.01.j
Use project-based learning techniques to extend learning.
TCTR.10.01.k
Provide support for learning organizations and activities to extend learning
opportunities.
TCTR.11
PROFESSIONAL RESPONSIBILITIES
TCTR.11.01
Assess past teaching/training performance to determine effectiveness of instructional
practices.
TCTR.11.01.a
Construct an active philosophy of instruction to form criteria for assessing effective
instructional practice.
TCTR.11.01.b
Employ various strategies while systematically monitoring effectiveness of
instruction.
TCTR.11.01.c
Refine instructional practice based upon analysis of past actions.
TCTR.11.02
Employ community-building skills and strategies with others to advance the education
profession and learning organizational vision.
TCTR.11.02.a
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Form partnerships with colleagues to establish a community of learners.
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Academic Vocabulary
Word
Abstract thinking
Accommodations
Accountability
Achievement gap
Advanced placement
courses
Alternative assessment
Articulate
Artifacts
Assessment
At risk
Attention deficit
hyperactivity disorder
(ADHD)
Auditory learners
Authentic assessment
Behaviorism
Benchmarks
Bilingual education
Block scheduling
Burnout
Censorship
Character education
Charter school
Classroom culture
Classroom management
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Definition
Thinking about ideas and concepts and connecting feelings with thoughts.
In teaching, modifications to the environment, learning strategies, or
materials that are made to help students with particular special needs
succeed in the classroom.
Providing proof that standards, such as educational goals, are being
achieved.
The differences in learning and graduation rates among schools, often linked
to differences in school populations and funding.
Courses that are more difficult than regular high school courses. They
include content comparable to beginning-level college classes. At the end of
the course, students take a standardized advanced placement test. A
passing score on this test may give a student credit at the college level for
having completed that college requirement.
A method of assessing learning other than through testing.
To express thoughts into words.
Physical items that are part of a portfolio, such as projects or papers,
examples from a related volunteer activity, and academic and other awards.
Determining how much a student or class has learned or is in the process of
learning.
Describes students or groups with characteristics that make them more
likely to fail academically.
A learning disability characterized by difficulty in remaining still so that one
can concentrate on learning.
People who learn best by hearing or listening to information.
An approach to assessing students’ learning that requires them to solve
problems or work on tasks that approximate as much as possible those they
will encounter beyond the classroom.
Based on behavioristic psychology, this philosophical orientation maintains
that environmental factors shape people’s behavior.
Statements of what students should understand and be able to do at specific
grade levels or developmental stages.
Education in two languages
A high school scheduling arrangement that provides longer blocks of time
each class period, with fewer periods each day.
An acute level of stress resulting in job dissatisfaction, emotional and
physical exhaustion, and an inability to copy effectively.
The act of removing from circulation printed material judged to be libelous,
vulgar, or obscene.
An approach to education that emphasizes the teaching of values, moral
reasoning, and the development of “good” character.
Independent schools, often founded by teachers, that are given a charter to
operate by a school district, state, or national government, with the
provision that students must demonstrate mastery of predetermined
outcomes.
The “way of life” characteristic of a classroom group; determined by the
social dimensions of the group and the physical characteristics of the setting.
Day-to-day teacher control of student behavior and learning, including
BVSD Curriculum Essentials
24
Classroom procedures
Classroom rules
Cognitive development
Collaboration
Collaborative learning
Common schools
Communication
Compensatory education
programs
Concrete thinking
Constructivism
Cooperating teacher
Cooperative learning
Copyright laws
Corporal punishment
Co-teaching
Criterion-referenced
curriculum-based
assessment
Cross-age tutoring
Culturally diverse
students
Culture
Curriculum
Curriculum-based
assessment
Curriculum framework
Cyberbullying
Dame schools
Departmentalization
6/25/2012
discipline.
Specific guidelines that translate the class rules into concrete actions
expected of students
The guidelines for student behavior specific to a class or teacher.
The way people change to improve in their ability to think and learn
throughout life
The practice of working together, sharing decision making, and solving
problems among professionals
Learning that takes place when students work in groups to discuss and solve
problems together
Public schools available to children from all levels of society
The process by which one individual relates ideas to another. It includes,
among other aspects, language and speech
Federally funded education programs designed to meet the needs of lowability students from low-income families
Thinking about things that are actually experienced
A psychological orientation that views learning as an active process in which
learners construct understanding of the material they learn—in contrast to
the view that teachers transmit academic content to students in small
segments.
An experienced teacher who supervises and mentors a student teacher
A form of small-group learning that involves students working together to
achieve a common goal
Laws limiting the use of photocopies, videotapes, and computer software
programs
Physical punishment applied to a student by a school employee as a
disciplinary measure
An arrangement whereby two or more teachers teach together in the same
classroom
A criterion-referenced test using the content of the student’s curriculum as
the basis for the items
A tutoring arrangement in which older students tutor younger students;
evidence indicates that cross-age tutoring has positive effects on the
attitudes and achievement of tutee and tutor
Those students who come from backgrounds that are not primarily Western
European
The way of life common to a group of people; includes knowledge deemed
important, shared meanings, norms, values, attitudes, ideals, and view of
the world
The courses taught in a school, what is taught in each course, and how the
courses are sequenced
The use of instruments designed to measure the expected curricular
outcomes for a student
A document that provides guidelines, instructional and assessment
strategies, resources, and models for teacher to use as they develop
curricula aligned with academic standards
Intimidation or bullying through e-mail, social networking sites, text
messaging, or other electronic means
In early America, schools run by women in their own homes. Parents paid a
fee for their children to attend
An organizational arrangement for schools in which students move from
classroom to classroom for instruction in different subject areas
BVSD Curriculum Essentials
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Desegregation
Development
Developmental delay
Dexterity
Dismissal
Distance learning
Diversity
Dual credit courses
Due process
Educational standards
Education for all
handicapped children act
Educational malpractice
Educational philosophy
Educational reform
movement
E-learning
Elementary and
Secondary Education Act
English language
learners
Exceptional learners
Expulsion
Extracurricular activities
Fair use
Field experiences
504 Plan
Fluency
Formative assessment
6/25/2012
The process of eliminating schooling practices based on the separation of
racial groups
The gradual increase in skills and abilities that occurs over a lifetime
A noticeable lag in a specific aspect of development that is beyond average
variations
The skillful use of the hands and fingers
The involuntary termination of a teacher’s employment; termination must be
made for a legally defensible reason with the protection of due process
The use of technology such as video transmissions that enables students to
receive instruction at multiple, often remote, sites
Differences among people in regard to gender, race, ethnicity, culture and
socioeconomic status
Courses in which a high school student actually enrolls at a college or
university while still attending high school. These may be taught in a high
school or at a college or university. Successful completion gives college
credits that may be transferred if the student attends another school after
high school graduation
A set of specific guidelines that must be followed to protect individual from
arbitrary, capricious treatment by those in authority
Statements of what students are expected to know and be able to do at
certain points in their education. They are set by national organizations,
states, and many school districts
A 1975 federal act that guarantees a free and appropriate education to all
handicapped children
Liability for injury that results from the failure of a teacher, school, or school
district to provide a student with adequate instruction, guidance, counseling,
and/or supervision.
A set of ideas and beliefs about education that guide the professional
behavior of educators
A comprehensive effort made during the 1980s and into the 1990s to
improve schools and the preparation of teachers
Education that is delivered via the Internet, satellite broadcast, interactive
TV, or CD-ROM
Part of President Lyndon B. Johnson’s Great Society Program, this act
allocated federal funds on the basis of the number of poor children in school
districts
Students who native language is not English and who are not yet proficient
in the English language.
Students who are gifted, talented, or have special needs such as a disability,
and need, or can benefit from, programs matched to their abilities and
potential.
When a student loses the right to attend school for a specified period of time
Activities that take place before or after school
The right of an individual to use copyrighted material in a reasonable
manner without the copyright holder’s consent
Opportunities for teachers-in-training to experience firsthand the world of
the teacher, by observing, tutoring, and instructing small groups
A plan to determine what accommodations will be implemented in the
classroom for a student who does not qualify for services under IDEA 04 as
per the requirements of Section 504 of the Vocational Rehabilitation Act.
The ability to read quickly and accurately
Assessment that is meant to provide feedback about students’ learning and
understanding while the learning is occurring, rather than after it is
BVSD Curriculum Essentials
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Grants
Gifted and talented
Gross-motor skills
Growth
Handicap
Home base
Illiterate
Inclusion
Independent practice
Individual accountability
Individualized Education
Program (IEP)
Individuals with
Disabilities Education Act
(IDEA)
Job shadowing
Kinesthetic-tactile
learners
Knowledge base
Learning activities
Learning disability (LD)
Learning styles
Lesson plans
Limited English
proficiency (LEP)
Magnet Schools
Mainstreaming
Mentor
Mentor teachers
Multicultural curriculum
6/25/2012
completed. It is designed to guide teaching decisions and is normally not
graded
Money that is given for a specific purpose, such as educational expenses,
that does not have to be repaid
Exceptional learners who demonstrate high intelligence, high creativity, high
achievement, or special talents
Physical skills involving larger muscles of the body, such as the legs, hips,
back, and arms. Examples include jumping, hitting a baseball, balancing on
a balance beam, and carrying a heavy object
Refers to physical changes in size, such as weight, such as those associated
with puberty
A problem an individual encounters based on external factors
A place in the school where the student can go to escape stress; prevent
tantrums, rage, meltdowns, or shutdowns; or regain control after a tantrum,
rage, or meltdown
Unable to read or write
Placing students with special needs into a regular class, using modified class
assignments, if they will benefit from the class experience
An activity designed to apply and reinforce recent learning that students
complete on their own
Holding each person in a group responsible for participating and contributing
A written educational plan developed for a specific student with disabilities
A plan for meeting an exceptional learner’s educational needs, specifying
goals, objectives, services, and procedures for evaluating progress
Following a person on the job for a few hours, a day, or even longer to
experience what the person’s career typically involves to gain valuable
insight into the person’s daily tasks, activities, and interactions with others
People who learn best by performing hands-on or physical activities
The body of knowledge that represents what teachers need to know and be
able to do
The learning experiences used to help students learn the content and reach
the instructional objectives
A limitation in one’s ability to take in, organize, remember, and express
information
Preferred methods of absorbing and processing information
Detailed outlines for teaching a specific topic or skill, including what will be
taught, how it will be taught, why it is being taught, and how learning will be
evaluated.
Describes students who are not proficient in English
Schools designed to emphasize a particular subject area or area of talent
and attract qualified students from throughout the school district
Placing students with special needs who show the ability to keep up with the
curriculum in a regular class
An adult who commits to a long-term relationship with a student to provide
support, guidance, and help
Experienced, skilled teachers paired with new teachers to help them improve
their skills, solve problems, and become comfortable in their new role
A school curriculum that addresses the needs and backgrounds of all
students regardless of their cultural identity and includes the cultural
BVSD Curriculum Essentials
27
Multiple intelligences
National standards
No Child Left Behind Act
of 2001
Normal schools
Observations
Online learning
Pacing
Parochial schools
Paraprofessional
Peer evaluation
Perennialism
Philosophy of teaching
Physical development
Plagiarism
Postsecondary education
Praxis Series:
Professional Assessments
for Beginning Teachers
Proficiency test
Preoperational stage
Problem solving
orientation
Professional
development schools
Professional portfolio
Reciprocal agreements
Recertification
Reliability
6/25/2012
perspectives, or “voices” of people who have previously been silent or
marginalized
Howard Gardner’s theory that individuals have a broad range of types of
intelligence, each to a different degree
Standards of knowledge and skills to be mastered in specific subject areas
A federal law that matches statewide testing in reading and mathematics
each year in grades 3-8 and holds schools accountable for students’
performance on state proficiency tests
Schools that prepared men and women with the necessary skills to become
teachers
Field experiences wherein a teacher education student observes a specific
aspect of classroom life such as the students, the teacher, the interactions
between the two, the structure of the lesson, or the setting
Sometimes called virtual education, a common form of distance education in
which teaching and learning take place via the internet
The rate at which a teacher presents components of a lesson or the lessons
throughout the day
Schools founded on religious belief
A person who has less education or experience but works under the
supervision of a more highly educated professional
Students’ assessment of each other’s learning style
A philosophical orientation that emphasizes the ideas contained in the Great
Books and maintains that the true purpose of education is the discovery or
the universal, or perennial, truths of life
A personal statement about your thoughts, views, and values as they relate
to teaching
Advances in physical abilities
The use of someone else’s original words or ideas without giving that person
credit
Education that takes place after high school
A battery of tests available to states for the initial certification of teachers.
Consists of assessments in three areas: academic skills, knowledge of
subject, and classroom performance
A test that measures skill and knowledge in a subject area
The stage of the cognitive development (two to seven years) proposed by
Jean Piaget in which the individual begins to use language and symbols to
think of objects and people outside of the immediate environment
An approach to teaching that places primary emphasis on the teacher’s role
as a decision maker and problem solver
Schools that have formed partnerships with a college or university for the
purpose of improving the schools and contributing to the improvement f
teacher preparation programs. Activities at a PDS may include collaborative
research, team teaching, demonstration lessons by teacher education
faculty, and various professional growth opportunities for teachers and
teacher educators
A collection of various kinds of evidence documenting the achievement and
performance of individuals in an area of professional practice
In teaching, agreements between states that allow teachers certified to
teach in one state to teach in another state that is part of the agreement
The practice in some state of requiring experienced teachers to undergo
periodic testing to maintain their teaching certificates
A characteristic of assessments that measures learning consistently and
fairly, even with different groups or under different circumstances
BVSD Curriculum Essentials
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Rubric
School board
School-based curriculum
School policies
Self-concept
Self-evaluations
Scaffolding
Search and seizure
Service learning
Sexual harassment
Socratic questioning
Special education
Stages of development
Standards
Standards-based
education (SBE)
State board of education
Stereotyping
Student-centered
curriculum
Student diversity
Students at risk
Students with disabilities
Subject-centered
curriculum
Substitute teaching
6/25/2012
A scoring tool that lists the criteria for judging a particular type of work. It
also describes levels of quality for each of the criteria and is often organized
as a chart
The primary governing body of a local school district
A curriculum developed by the teachers and staff of a school or school
district for use in their own classrooms
Overall guidelines that generally address major issues such as attendance
and dress code
A person’s own assessment of himself or herself based on an evaluation of
personal abilities, successes, failures, and comments from other people
Students’ assessment of their own learning
An approach to teaching based on the student’s current level of
understanding and ability; the teacher varies the amount of help given (e.g.,
clues, encouragement, or suggestions) to students based on their momentto-moment understanding of the material being learned.
The process of searching an individual and/or his or her property if that
person is suspected of an illegal act; reasonable or probable cause to
suspect the individual must be present.
An approach to teaching in which students participate in community-based
service activities and then reflect on the meaning of those experiences.
Unwanted and unwelcome sexual behavior directed toward another person,
whether of the same or opposite sex.
A method of questioning designed to le3ad students to see errors and
inconsistencies in their thinking, based on questioning strategies used by
Socrates.
A teaching specialty for meeting the special educational needs of exceptional
learners.
Predictable stages through which individuals pass as they progress through
life.
Statements that reflect what students should know and be able to do within
a particular discipline or at a particular grade level.
Basing curricula, teaching, and assessment of student learning on rigorous
academic standards.
The highest educational agency in a state, charged with regulating the
state’s system of education.
The process of attributing behavioral characteristics to all members of a
group; formulated on the basis of limited experiences with and information
about the group, coupled with and unwillingness to examine prejudices.
Curricula that are organized around students’ needs and interests.
Differences among students in regard to gender, race, ethnicity, culture, and
socioeconomic status.
Students whose living conditions and backgrounds place them at risk for
dropping out of school.
Students who need special education services because the possess one or
more of the following disabilities: ,learning disabilities, speech or language
impairments, mental retardation, serious emotional disturbance, hearing
impairments, orthopedic impairments, visual impairments, or other health
impairments.
A curriculum that emphasizes learning an academic discipline.
Temporary teachers who replace regular teachers absent due to illness,
family responsibilities, personal reasons, or professional workshops and
BVSD Curriculum Essentials
29
Superintendent
Teacher accountability
Teacher-centered
methods
Teacher education
programs
Teacher supply and
demand
Teaching contract
Teaching license
Teaching strategies
Team teaching
Technical schools
Tenure
Tort liability
Validity
Videoconferencing
Virtual schools
Visual learners
Within-class ability
grouping
WebQuest
Zero tolerance policy
6/25/2012
conferences.
The chief administrator of a school district.
Society’s expectations that teachers will adhere to high professional and
moral standards and create effective learning environments for all students
Teaching strategies in which the teacher’s role is to present the information
and to direct the learning process of students
University or college programs that prepare students to become teachers
The number of school-age students compared to the number of available
teachers; may also be projected based on estimated numbers of students
and teachers
An agreement between a teacher and a board of education that the teacher
will provide specific services in return for a certain salary, benefits, and
privileges
A formal document, issued by a state, verifying that a teacher is qualified to
teach at specific grade levels or particular subject matter
Basic teaching formats, such as lectures and discussions, used to develop
specific learning activities
An arrangement whereby a teach of teachers teaches a group of students
equal in number to what the teachers would have in their self-contained
classroom
Postsecondary schools that are designed to teach the specific skils needed to
begin working in a trade
An employment policy in which teachers, after serving a probationary
period, retain their positions indefinitely and can be dismissed only on legally
defensible grounds
Conditions that would permit the filing of legal charges against a
professional for breach of duty and/or behaving in a negligent manner
A characteristic of assessments that actually measures the learning
objectives
The use of computer-mounted video cameras to conduct two-way interactive
conferences over the internet
Educational institutions that offer K-12 courses through the internet or by
means of web-based methods; an online learning space where teachers and
students interact
People who learn best if information is presented in a way that they can see
The practice of creating small, homogeneous groups of students within a
single classroom for the purpose of instruction, usually in reading or
mathematics, at the elementary level
An inquiry-based learning project utilizing information from preselected Web
sites
A policy that states that prohibited behaviors and actions will not be
tolerated-no exceptions
BVSD Curriculum Essentials
30