NBPTS MC/Generalist flashcards
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32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Five Core Propositions
- The National Board's five foundational statements describing what accomplished teachers know and do, framing all four components of the certification process.
- Formative assessment
- Assessment conducted during instruction to monitor learning and adjust teaching in real time, as opposed to summative assessment after learning.
- Reliability vs. validity
- Reliability is the consistency of a measure across occasions or scorers; validity is whether the measure actually assesses the intended construct.
- Zone of proximal development
- Vygotsky's concept describing the gap between what a learner can do alone and what they can do with guidance from a more capable other.
- Simple View of Reading
- A model stating that reading comprehension equals decoding ability multiplied by language comprehension, so weakness in either limits overall comprehension.
- Phonemic awareness
- The ability to identify and manipulate individual sounds (phonemes) in spoken words, distinct from phonics, which involves sound-letter mapping.
- Concrete operational stage
- Piaget's stage from about ages 7 to 11, when children gain conservation, reversibility, and classification but still reason about concrete rather than abstract ideas.
- Differentiation
- Adjusting content, process, or product in response to students' readiness, interests, or learning profiles, rather than teaching one fixed approach to all.
- Class profile
- A Component 2 summary of the whole class's strengths, needs, and context, used to justify instructional decisions for the focus students.
- Focus students
- The two students selected in Component 2 whose individual profiles and learning evidence anchor the differentiation commentary.
- Evidence of learning
- Concrete artifacts such as student work, observation notes, or assessment results analyzed to show what students learned and what should come next.
- Continuous video requirement
- Component 2 and 3 videos must be unedited, continuous recordings of authentic instruction, not spliced or staged segments.
- Scaffolding
- Temporary supports, such as models, prompts, or guided practice, that help a learner accomplish a task before the support is gradually removed.
- Content-process-product
- The three elements teachers can differentiate: what students learn, how they learn it, and how they demonstrate learning.
- Learning environment
- The routines, expectations, relationships, and climate of a classroom that shape students' willingness to engage and take intellectual risks.
- Timestamp citation
- Referencing specific moments in a video by time to connect instructional moves to student responses in the Component 3 commentary.
- Student engagement
- The degree to which students actively participate in and invest in learning tasks, shown through discourse, persistence, and on-task behavior.
- Instructional decision
- A choice a teacher makes about pacing, grouping, questioning, or task design, which the commentary must explain and justify with evidence.
- Two-video requirement
- Component 3 requires two separate continuous recordings showing different lessons or contexts within the candidate's certificate area.
- Risk-taking climate
- A classroom atmosphere in which students feel safe to attempt challenging work, make mistakes, and share reasoning without fear of ridicule.
- Student-to-student interaction
- Structured opportunities for students to discuss, explain, and build on one another's ideas, an indicator of a productive learning environment.
- Reflective practitioner
- A teacher who systematically examines evidence of student learning, adjusts practice, and documents professional growth over time.
- Data-informed instruction
- Using assessment results systematically to identify student needs and adjust teaching, rather than relying on anecdote or impression.
- Evidence of impact
- Documented changes in student learning or practice, such as pre/post assessment growth, that demonstrate a teacher's effect on students.
- Professional collaboration
- Working with colleagues, families, and the community to support student learning and improve practice, a key Component 4 indicator.
- Pre/post assessment
- Measuring student knowledge before and after instruction to quantify growth and evaluate the effectiveness of teaching decisions.
- Authenticity attestation
- The candidate's signed confirmation that submitted work and video evidence are their own and accurately represent their teaching.
- Professional growth
- Documented development in knowledge, skills, or practice over time, often shown through reflection on data and collaboration.
- Family engagement
- Intentional communication and partnership with students' families to support learning, an indicator in Component 4.
- Holistic rubric scoring
- Scoring that judges a submission as a whole against level descriptors rather than counting isolated points or errors.
- Component 1 format
- A computer-delivered assessment of content knowledge combining selected-response items with constructed-response items scored against a rubric.
- Constructed-response item
- An open-ended prompt requiring a written explanation or analysis, scored by trained assessors using a rubric rather than a single correct answer.