Appendix A: SWCU Teacher Education Glossary
Candidates - Individuals admitted to, or enrolled in, programs for the initial or advanced preparation of teachers, teachers continuing their professional development, or other professional school personnel. Candidates are distinguished from “students” in PK-12 schools.
Caring Teacher – a caring teacher understands how learners grow and develop and strives to create a learning environment that meets their holistic needs. Caring involves reaching out to all students, appreciating their differences, and building a positive community for achieving high standards.
Clinical Experiences - A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Clinical practices may occur in off-campus settings such as schools, community centers, or homeless shelters. May be referred to as field experiences (previous terminology).
Clinical Faculty - School and higher education faculty members responsible for instruction, supervision, and assessment of candidates during clinical practice.
Competency – The professional skills and attributes required to perform a job role. Competencies describe the contributing factors that enable a person to function in his/her role capacity, such as knowledge, experience, skill, attitude and other professional characteristics.
Conceptual Framework - An underlying structure in a professional education unit that gives conceptual meanings through an articulated rationale to the unit’s operation, and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.
Curriculum - Courses, experiences, and assessments necessary to prepare candidates to teach or work with students at a specific age level and/or to teach a specific subject area.
Dispositions - The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment.
Diversity - Differences among groups of people and individuals based on race, ethnicity, socioeconomic status, gender, language, exceptionalities, religion, sexual orientation, and geographic region in which they live.
e-Portfolio - An electronic accumulation of evidence documenting candidate proficiencies, especially in relation to explicit standards and rubrics, used in evaluation of competency as a teacher or in another professional school role. Contents can include tasks used for instructional or clinical experience purposes such as projects, journals, and observations by faculty members, videos, and comments by cooperating teachers or internship supervisors, and work samples.
Educator Preparation Program (EPP) - New name for the current Teacher Education Unit.
Exceptionalities - A physical, mental, or emotional condition, including gifted/talented abilities, that requires individualized instruction and/or other educational support or services.
Field Experiences (currently called Clinical Practice) - A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters.
Goal / Outcome – An abstract and general umbrella statement, under which specific objectives can be clustered. It describes the benchmarks, essential elements, essential skills, and/or performance level required to meet a standard.
Internship - Currently referred to as Student Teaching.
Interstate Teacher Assessment and Support Consortium (InTASC) - a project of the Council of Chief State School Officers (CCSSO) that has developed model performance-based standards and assessments for the licensure of teachers.
National Council for the Accreditation of Teacher Education (NCATE)
Objectives – Statements that describe in precise, measurable, defined, and obtainable terms the desired learner behavior that indicate that a goal is met.
Pedagogical Knowledge - The general concepts, theories, and research about effective teaching and introspective of content areas.
Portfolio - An accumulation of evidence about individual proficiencies, especially in relation to explicit standards and rubrics, used in evaluation of competency as a teacher or in another professional school role. Contents might include end-of-course evaluations and tasks used for instructional or clinical experience purposes such as projects, journals, and observations by faculty members, videos, comments by cooperating teachers or internship supervisors, and samples of student work.
Professional Knowledge - The historical, economic, sociological, philosophical, and psychological understandings of schooling and education. It also includes knowledge about learning, diversity, technology, professional ethics, legal and policy issues, pedagogy, and the roles and responsibilities of the profession of teaching.
Reflective Teacher - a reflective teacher continually evaluates the effects of his/her choices and actions on others and who actively seeks opportunities to grow professionally. Reflection not only occurs during the technical aspects of teaching – such as planning, teaching, assessing, evaluating, and revising – but encompasses the decisions about how to engage learners, how to encourage learners to develop a deep understanding and how to guide the learner’s decision making.
Rubrics - Written and shared protocols for judging performance that indicate the qualities by which levels of performance can be differentiated, and that anchor judgments about the degree of success on a candidate assessment.
Scholarly-minded Teacher– a scholarly teacher must possess general knowledge, content knowledge, pedagogical knowledge, and professional knowledge to be effective. However, knowing is not enough, teachers must be able to connect concepts and apply them in an educational manner meeting the needs of all learners in the pursuit of life-long learning.
School Partners - PK-12 schools that collaborate with the higher education institution in designing, developing, and implementing field experiences, clinical practice, delivery of instruction, and research.
Service-guided Teacher – a service-guided teacher seeks first to serve others through leadership roles and recognizes the value of involvement; pursues collaborations with others, and serves in the P-12 environment in order to positively impact the lives of others.
Standards – Broad statements are usually established by large groups (national or state level). They are written expectations for meeting a specified level of performance.
Students - Children and youth attending PK-12 schools as distinguished from teacher candidates.
Student Teaching - Pre-service clinical practice for candidates preparing to teach.
Student Teacher. A student teacher is any student who is enrolled in an institution of higher learning approved by the State Board of Education for teacher training and who is jointly assigned by such institution of higher learning and a school district’s Board of Education to perform practice teaching under the direction of a regularly employed and certified teacher. A student teacher, while serving as a non-salaried internship under the supervision of a certified teacher shall be accorded the same protection of the laws as that accorded the certified teacher.. School Laws of Oklahoma – Positions in School System-Definitions Section 18.
Teacher and Leader Effectiveness (TLE) Observation and Evaluation System. The TLE Commission has approved certain frameworks for district selection both for Teacher and Leader Evaluation. Based on the TLE Commission’s recommendations, the State Board of Education named the Tulsa TLE Observation and Evaluation System for the Teacher Training Evaluation as the presumptive default framework.