GTET 1 flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

FERPA

Federal law protecting the privacy of student education records; parents have the right to inspect records and schools need written consent to disclose personally identifiable information.

Mandated reporting

Legal requirement that educators report suspected child abuse or neglect to designated authorities, typically child protective services or law enforcement, immediately.

Georgia Code of Ethics

Standards governing educator conduct in Georgia, including honesty in records, appropriate relationships with students, confidentiality, and assessment integrity.

Ethical boundaries

Limits on educator behavior such as avoiding romantic relationships with students, not accepting expensive gifts, and not using school property for personal gain.

Backward design

Planning model by Wiggins and McTighe: first identify desired results, then determine acceptable evidence, then plan learning experiences and instruction.

Learning objective

A specific statement of what students should know or be able to do, often written with a condition, observable behavior, and criterion for success.

Scope and sequence

Scope is the breadth of content to be taught; sequence is the order in which it is taught, usually from simple to complex or concrete to abstract.

Bloom's revised taxonomy

Hierarchy of cognitive processes: Remember, Understand, Apply, Analyze, Evaluate, Create; used to write objectives at appropriate levels of complexity.

Gradual release of responsibility

Instructional model moving from teacher modeling (I do) to guided practice (we do) to collaborative practice (you do together) to independent practice (you do).

Wait time

Pausing 3–5 seconds after asking a question and 5–10 seconds after a student response to increase participation, response length, and elaboration.

Scaffolding

Temporary instructional supports such as graphic organizers, models, or sentence frames that are gradually removed as students gain competence within their zone of proximal development.

Cooperative learning

Structured small-group instruction with positive interdependence, individual accountability, face-to-face interaction, and group processing to promote learning.

Formative assessment

Ongoing checks for understanding during instruction, such as exit tickets or questioning, used to adjust teaching rather than to assign grades.

Summative assessment

Evaluation at the end of a unit or course that measures mastery of standards, such as a final test, project, or performance task.

Validity

The extent to which an assessment measures what it is intended to measure and supports the inferences made from scores.

Reliability

The consistency of assessment scores across time, raters, or items; a reliable test yields similar results under similar conditions.

MTSS

Multi-Tiered System of Supports: a framework with universal screening, Tier 1 core instruction, Tier 2 targeted intervention, and Tier 3 intensive intervention with progress monitoring.

Withitness

Kounin's term for a teacher's awareness of and quick response to off-task behavior in the classroom, preventing escalation.

PBIS

Positive Behavioral Interventions and Supports: a tiered framework of universal expectations, targeted group interventions, and individual behavior plans to improve behavior.

Functional behavior assessment

A process to identify the antecedents, behavior, and consequences that maintain a behavior, used to develop a behavior intervention plan.

Restorative practices

Approaches that focus on repairing harm through dialogue and community-building rather than punitive consequences alone.

IDEA

Federal special education law ensuring students with disabilities receive a free appropriate public education in the least restrictive environment with an individualized education program.

Section 504

Civil rights law providing accommodations for students with a disability that substantially limits a major life activity; does not require specialized instruction.

UDL

Universal Design for Learning: a framework providing multiple means of engagement, representation, and action/expression to support all learners.

Cultural responsiveness

Instruction that incorporates students' cultural references, prior knowledge, and communication styles to make learning relevant and accessible.

Co-teaching models

Six collaborative arrangements: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching.

Professional learning community

A collaborative team of educators focused on four questions about what students should learn, how to know they learned it, and how to respond.

Active listening

A communication technique using paraphrasing, clarifying questions, and reflection of feelings to ensure understanding and reduce conflict.

IEP meeting participants

Required team members include the parent, general education teacher, special education teacher, LEA representative, and someone who can interpret evaluation results.

Kolb's experiential learning

A cycle of learning through concrete experience, reflective observation, abstract conceptualization, and active experimentation.

SMART goals

Professional growth goals that are Specific, Measurable, Achievable, Relevant, and Time-bound.

Action research

Systematic inquiry by teachers to solve a classroom problem through cycles of planning, data collection, analysis, and reflection.