The Glossary of Terms gives school review teams easy access to definitions of key terms and concepts in the standards, benchmarks, and rubrics. The Glossary helps ensure that all stakeholders are sharing a common understanding to keep interpretations, discussions, and action plans clear.
The criterion that defines what is expected. In a Catholic school, the mission statement informs all decisions.
|Normed To Appropriate Populations||
Refers to a group of people upon which an assessment/test/evaluation was validated that is similar to the group being assessed
A Catholic school sponsored and operated by a single parish.
Payment plan is a strategy for paying any outstanding debts provided for borrowers (families) in Catholic schools. Within a payment plan, the borrower (family) agrees to pay back a certain amount of money each month to repay the debt.
A tangible, observable set of actions by a student that can be used to determine extent and quality of student learning related to a specified outcome
Personnel growth normally refers to the personal development of all employees, and includes activities that improve awareness and identity, develop talents and potential, build personal investment, enhance quality of life and contribute to the realization of growth of the whole person. In Catholic schools this includes spiritual growth and is in keeping with the social justice teachings of the Church.
A policy is a written statement used to guide discretionary administration action.
The person conducting or officiating at a liturgy. In the case of the mass this is the priest. At prayer services or para-liturgical services this role may be held by another person.
A tangible, observable artifact produced by a student that can be used to determine extent and quality of student learning related to a specified outcome.
Refers to the acquisition of skills and knowledge, both for personal and professional development, with an emphasis on the whole person. Normally it encompasses support at multiple levels for facilitated learning opportunities, ranging from degree programs to formal coursework, conferences and informal learning opportunities situated in practice. Often it is intensive and collaborative, ideally incorporating an evaluative stage. There are a variety of approaches to professional development, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance, etc.
|Professional Learning Communities, (PLC?S)||
Teams of professional educators that meet regularly to collaborate on increasing student achievement and improving teaching effectiveness. Teachers in PLCs commit to using learning results (gathered through formative common assessments) to engage in ongoing collective inquiry and continuous improvement.
A measure (percent/number correct or rubric score) that designates the agreed upon assessment score students must attain to demonstrate that they "fully meet" the standard or learning outcome.
Define what students should know and be able to do at specific points in their educational career, typically at the end of grade levels or specific courses or sequences of courses. (May also be referred to as benchmarks, learning targets, etc.)
A dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge and understanding, typically demonstrated in the creation of a product or performance
Cognitive process that involves personal consideration of one's own learning based on criteria; sometimes referred to as metacognition.