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Praxis II: PLT
(Professional Development, Leadership, and Community)
| Term | Definition |
|---|---|
| Reading education-based Journals and Books | Enables teachers to remain current with regard to new theories and practices in education. Every teaching professional has an obligation to learn about research in educational psychology and related fields. |
| Collaborating with colleagues | To form teacher communities or peer coaching programs. A school principle might assign certain teachers to join together for pee coaching , which includes observing one another's classroom instruction, and giving each other constructive feedback. |
| Joining Professional Organizations | Related to teaching also helps teachers keep up to date on their content areas and on issues related to everything from classroom instruction to special needs students. |
| Obtaining National Board Certification | Affirms a teacher's proficiency and expertise. Certifies teachers through a two- or three-year process based on portfolio materials and successfully completed assessments. |
| Participating in professional learning communities or study groups | Enables teachers and administrators to share experiences and problems that involve the whole school or district. |
| Action research | Research conducted by teachers and other school personnel to address issues and problems in their own schools or classrooms. |
| Code of ethics | Set of professional standards for behavior of members of a profession. |
| Collaboration | Joint communication and decision making among educational professionals to create an optimal learning environment for students and especially for students with disabilities. |
| Co-teaching | In co-teaching arrangements, two or more teachers teach together in the same classroom where students benefit from each teacher's specialty (e.g., a regular and a special education teacher working with regular and special needs students). |
| Inclusion | The practice of educating all students, including those with severe and multiple disabilities, in neighborhood schools and general education classrooms. |
| Learning communities | New and experienced teachers working together to pose problems, identify discrepancies between theories and practices, challenge common routines, draw on the work of others for generative frameworks. |
| Lesson study | A form of study group in which teachers collectively design a lesson, watch each other teach that lesson, and then share in discussion of it. |
| Mentoring | Formal and informal relationships between a beginning teacher and an experienced teacher that are sources of information and support for the beginning teacher. |
| Paraprofessionals | Trained (training may vary from state to state) classroom aides who assist teachers; may include parents. |
| Pedagogical content knowledge | Knowledge about effective methods of teaching a specific content area. |
| Pedagogical knowledge | Knowledge about effective methods of teaching. |
| Portfolio | Collection of a student's work systematically compiled over a length of time. |
| Reflective practice | The process of teachers' thinking about and analyzing their work to assess its effectiveness. |
| Team teaching | Teachers share the responsibility for two or more classes, dividing up the subject areas between them. |
Created by:
sdubray18764
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