Teacher Qualification Attestation (Kyrgyzstan) key terms

The constitutional principle that primary and lower-secondary schooling is compulsory and free of charge, obliging the state to guarantee places, transport support and textbooks so that no child is excluded for financial reasons.

The legal duty of parents or guardians to register a school-age child and ensure regular attendance; failure can trigger administrative warning and referral to local authorities rather than immediate punishment.

The official document fixing the compulsory minimum content, learning outcomes and maximum teaching load for each subject and grade, against which textbooks, curricula and teacher planning must be aligned.

The recurring procedure in which a teacher's competence is reviewed by a commission through portfolio evidence, lesson observation and interview, leading to confirmation, promotion or a recommendation for further training.

An organised collection of evidence a teacher submits for review: lesson plans, pupil work samples, assessment analyses, certificates of training and reflective notes showing professional growth over the review period.

A teacher's structured examination of their own decisions and results, asking what worked, what evidence supports that judgement and what specific change will be tried in the next lesson.

A small, cyclical inquiry run by a teacher in their own classroom: identify a problem, try a change, collect evidence, analyse it and adjust practice, then share the finding with colleagues.

Observable statements of what a pupil should be able to do by the end of a lesson or unit, written with a measurable verb so that assessment tasks can be matched directly to them.

The deliberate matching of stated outcomes, teaching activities and assessment tasks so that pupils are tested on what they were explicitly taught and given credit for the full intended standard.

Frequent low-stakes checking during teaching, such as questioning, exit cards or quick quizzes, used to adapt the next step of instruction rather than to assign a final grade.

The cycle in which assessment information returns to the learner as specific, actionable guidance and to the teacher as evidence for adjusting tasks, grouping or pacing in the following lesson.

Assessment at the end of a unit or term that judges achievement against the standard and produces a grade, used for reporting and progression decisions rather than for immediate teaching adjustment.

Written descriptions of quality levels for a task, shared with pupils in advance, so that a grade reflects defined evidence such as accuracy, reasoning or structure instead of impression.

A grid that lists the criteria for a task and describes acceptable performance at each level, allowing consistent marking across classes and clear pupil understanding of expectations.

Planned variation of task difficulty, grouping, time, materials or support so that pupils with different starting points work toward the same core outcome by accessible routes.

Temporary structured support, such as worked examples, sentence frames, checklists or guided steps, that is gradually withdrawn as the learner becomes able to complete the task independently.

The gap between what a learner can do alone and what they can do with timely assistance from a teacher or more capable peer; instruction is most productive when aimed inside this gap.

A structured arrangement in which one pupil supports another's learning under teacher guidance, with clear roles, materials and time limits, benefiting both the tutor and the tutee.

Small-group work designed so that success depends on every member contributing, with assigned roles, individual accountability and a shared group product or goal.

The practical routines that make group tasks productive: defined roles, noise and movement rules, visible timekeeping, a clear product and a quick way to regroup the class.

Repeated, taught procedures for everyday transitions such as entering, distributing materials, handing in work and lining up, which reduce lost time and prevent many behaviour problems.

A short written agreement between teacher, pupil and often parents that states specific expected behaviours, the support offered and the agreed consequences, reviewed after a set period.

A guided talk after an incident that asks what happened, who was affected and what repair is needed, aiming to restore relationships and teach responsibility rather than simply punish.

Whole-school measures against repeated intentional harm: clear reporting routes, supervised areas, curriculum work on respect, and consistent staff response to both the harm and the group context.

The teacher's obligation to protect pupils from harm by supervising properly, recognising signs of abuse or neglect, and reporting concerns promptly through the designated school channel.

The legal requirement that a teacher who suspects violence, neglect or serious risk to a child must inform the designated responsible person or authority without delay, without investigating personally.

The framework requiring schools to admit and educate children with disabilities or other special needs in mainstream settings, with reasonable adjustments and support rather than automatic segregation.

A practical change to environment, materials, timing or assessment format that removes a barrier for a particular pupil without lowering the learning standard or disadvantaging classmates.

A written plan for one pupil that sets specific goals, the adjustments and support to be provided, who is responsible, and a date for review with parents and specialists.

A group of professionals, such as class teacher, psychologist, speech therapist and parents, who jointly assess a pupil's needs and coordinate the support described in the individual plan.

A specialist body that examines a child's development and learning difficulties and issues recommendations on placement and support, which the school then implements through an individual plan.

The sequence in which thinking matures from concrete, hands-on reasoning in younger pupils toward abstract and hypothetical reasoning in adolescence, guiding how tasks should be presented.

Matching task demands, language, text length and expected independence to the typical developmental level of the class, while still allowing for wide individual variation within that age.

The internal or external drive that sustains effort; teachers support it through achievable challenge, clear goals, meaningful tasks and feedback on progress rather than rewards alone.

The ability to select and use digital tools purposefully for planning, teaching, assessment and communication, while judging their pedagogical value and managing associated risks.

A planned combination of face-to-face teaching with online tasks, where the digital part carries real learning content and is connected to what happens in the classroom.

A platform for distributing materials, collecting assignments and recording results, used by the teacher to organise course content and give pupils structured access outside lessons.

Teaching and enforcing safe online habits: protecting personal data, recognising harmful contact or content, using strong passwords and knowing whom to tell about a problem.

The formal step of notifying the school administration or local authority when absences are repeated and unexplained, so that the family situation can be examined and support offered.