NBPTS AYA CTE flashcards
NBPTS AYA CTE · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Component 1 assessment format
- A computer-delivered test combining selected-response items with constructed-response exercises scored by trained assessors against a published rubric, covering the candidate's career area content knowledge.
- Constructed-response scoring criteria
- Assessors score written exercises on accuracy of content, clarity and organization of the response, and the quality of justification connecting technical facts to the scenario presented.
- Employability skills in CTE
- Foundational workplace competencies such as communication, teamwork, problem solving, and dependability that are taught alongside technical skills and assessed within CTE programs.
- Program of study
- A sequenced set of academic and technical courses spanning secondary and postsecondary levels that prepares students for a career pathway and often leads to an industry-recognized credential.
- Industry-recognized credential
- A certification or license valued by employers in a specific field, often earned through CTE coursework or assessments and used as evidence of technical competence.
- Technical skill standards
- Field-specific statements of what workers must know and be able to do, developed by industry bodies and used to align CTE curriculum with current workplace expectations.
- Safety protocol knowledge
- Understanding of hazard identification, personal protective equipment, equipment lockout procedures, and emergency response required for safe CTE lab and shop instruction.
- Criterion-referenced scoring
- Scoring that compares a response to fixed rubric descriptors rather than to other candidates, allowing partial credit for partially accurate or partially justified answers.
- Class profile in Component 2
- A specific description of the submitted class's composition, including learner needs such as readiness, language background, and accommodations, that explains the differentiation decisions made.
- Differentiation of content
- Adjusting what students learn or the materials used, such as varying text complexity or providing scaffolded technical vocabulary, to match identified learner needs.
- Differentiation of process
- Adjusting how students engage with learning, such as flexible grouping, tiered lab tasks, or varied pacing, based on readiness or learning needs.
- Differentiation of product
- Adjusting how students demonstrate learning, such as offering varied assessment formats or performance tasks, so that evidence of mastery is accessible to all learners.
- Tiered task complexity
- Designing parallel versions of a technical task at different difficulty levels so that students at varied readiness levels work toward the same core objective.
- Accommodation versus differentiation
- Accommodations are legally required changes for students with IEPs or 504 plans; differentiation is a broader instructional decision for any learner, and commentary should distinguish them.
- Evidence-linked commentary
- Written analysis that cites specific moments, timestamps, or student actions from submitted artifacts so that each claim is traceable to observable evidence.
- Scaffolded technical vocabulary
- Support such as glossaries, visuals, sentence frames, or modeled use that helps students, especially English learners, access field-specific terminology during instruction.
- Component 2 submission elements
- Typically a class profile, two instructional artifacts such as video recordings, and written commentary analyzing the differentiation shown, all within stated limits.
- Learning environment evidence
- Observable classroom routines, safety procedures, and interactions in submitted video that demonstrate a safe, equitable, and productive setting for student learning.
- CTE safety as environment
- Tool, equipment, and supervision protocols treated as part of the learning environment, analyzed for how they protect students and sustain productive instructional time.
- Student engagement analysis
- Identifying specific teacher moves such as questioning, grouping, or feedback and describing observable student responses that indicate cognitive or technical engagement.
- Instructional alignment
- Consistency among the stated learning goal, the activities shown in the video evidence, and the evidence that students actually learned what was intended.
- Equitable participation
- Designing routines and interactions so that all students, including those with disabilities and English learners, can contribute and access technical content.
- Holistic level scoring
- Scoring against level descriptors that weigh the whole body of evidence, so missing required elements cannot be offset by strength in another area.
- Maximizing instructional time
- Establishing routines and transitions that reduce downtime and off-task behavior, documented as evidence of an effective learning environment.
- Productive struggle in labs
- A classroom culture in which students take intellectual and technical risk, troubleshoot problems, and learn from error under safe supervision.
- Component 4 collaboration evidence
- Documentation of work with colleagues, families, or industry partners showing reciprocal contribution to a shared goal and a described effect on student learning.
- Industry advisory committee
- A group of employer and community partners who advise a CTE program on curriculum relevance, equipment, and workforce needs, often documented as practitioner collaboration.
- Evidence-supported impact claim
- A statement that a collaboration or professional learning activity improved student learning, backed by concrete evidence such as student work, assessment data, or partner feedback.
- Reflective analysis depth
- Identifying what worked, what did not, and the specific changes the candidate will make, grounded in evidence rather than general statements of growth.
- Professional learning application
- Documentation showing how newly acquired knowledge was applied in the classroom and what changed for students as a result of that application.
- Reciprocal collaboration
- A partnership in which the candidate contributes meaningfully to a shared goal rather than merely attending or observing an event or meeting.
- Teacher externship
- A structured placement in industry that updates a CTE teacher's technical knowledge and is often documented as professional learning with classroom impact.