 |
DEFINITION OF TERMS |
The following terminology is referred to throughout this handbook.
The definitions are provided for your further clarification.
-
College of Education Knowledge Base: The body of information
that is the foundation of the teacher education programs at the University
of Maryland. The knowledge is organized in the following categories:
knowledge of subject matter, educational goals and assessment, curriculum,
pedagogy, the learner, social context, and reflective/disciplined inquiry.
-
Mentor Teacher: The school-based teacher educator who
will assume primary responsibility for mentoring the teacher intern
during the student teaching experience.
-
EDOT Standards: Essential Dimensions of Teaching, Maryland state standards for the performance of beginning teachers
-
Final Recommendation Form: A written summative report about
the teacher interns' competencies with evaluative comments about the
individual's potential to be an effective beginning teacher. It is
completed by the mentor teacher and the college supervisor at the
end of the student teaching experience.
-
Formative Feedback: Ongoing constructive commentary on an
individual's teaching performance. This information is usually gathered
during observation, should be objective and is the basis for conversation
during a conference.
-
INTASC Standards: Interstate New Teacher Assessment and Support Consortium. This organization developed national standards for the performance of beginning teachers.
-
Mentoring Team: Those individuals who are responsible for
the support, guidance, and supervision of the teacher candidate.
-
MSDE: Maryland State Department of Education.
-
Observation: The process of watching an individual perform
for the purpose of gathering objective data that can be cited during a
conference to provide formative feedback to the individual being observed.
-
Performance Assessment: Each teacher education program in the College of Education is developing a performance assessment instrument based on performance standards. The instrument for assessing the performance of teacher interns will vary according to the program.
-
Performance Standards: A common core of teaching knowledge,
skills and dispositions that identify those behaviors which all teacher interns should know and be able to achieve by the end of their teacher preparation program.
-
Professional Development Schools: Collaborative partnerships between local school systems and the College of Education which include a preservice teacher education component and an inservice staff development component. PDS's are composed of a group of schools (elementary, middle, or high schools) where teacher interns are clustered for their year long internship.
-
Professional Development School Coordinator: An individual who provides leadership for the professional development schools. The coordinator is responsible for the organization and coordination of all preservice and inservice professional development activities.
-
Professional Teaching Portfolio: A purposeful selection of
materials assembled by the teacher intern that represents the individual's
teaching competency and provides evidence of the intern's growth toward
beginning teacher performance standards.
-
Reflective Practitioner: The type of individual that we hope
to develop throughout the teacher education programs at the University
of Maryland. Some characteristics of a reflective practitioner are:
one who thinks through teaching and learning events before, during and
after instruction, one who uses real data about the learner to inform teaching
decisions, and one who takes the time to process his or her effectiveness
as a teacher to facilitate professional growth as well as to increase the
probability of student learning.
-
Student Teaching Internship: The capstone field placement for all teacher
education programs. This year long internship consists of two semesters. The field placements in this internship will vary according to the specific teacher education program.
-
Teacher Intern: An individual who has completed the prerequisite requirements of the teacher education program and is now ready to enter the student teaching experience.
Table of Contents | Introduction
| The Teacher Intern | Planning
For Effective Instruction |
The Mentor Teacher | The
Role of the University Supervisor |
Evaluating the Performance of the
Teacher Intern |
Policies, Procedures and Professional
Ethics
Return to Teacher Education Home Page
Please contact Dorothy McKnight, Placement Coordinator,
for questions or comments about this site.
Last updated on November 25, 2002