Printable Alphabetical Glossary (pdf)
Americans with Disabilities Act of 1990. ADA is a wide-ranging civil rights law that prohibits, under certain circumstances, discrimination based on disability.
The productive process of monitoring, measuring, evaluating, documenting to ensure that students learn at high levels of achievement; formative assessment is a process for determining progress and is associated with continual growth and improvement; summative assessment is used at the culmination of a given period of time to evaluate the extent instructional objectives have been met.
A style of interaction between individuals engaged in shared decision making as they work toward a common goal.
Cultural competence refers to an ability to interact effectively with people of different cultures.
Factual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning .
Differentiated Learning Strategies
Strategies involving the provision of students with different avenues to learning, and the development of teaching and assessment materials so that all students within a classroom can learn effectively, regardless of differences in ability.
An aspect of leadership that recognizes leading and managing schools as involving multiple individuals including those who are not formally designated leaders (Spillane et al., 2008).
The inclusion of a variety of people in a group or organization (often associated with race, ethnicity, culture, ability, language, religion, socio-economic background, and gender) and inclusive of individual differences (e.g., personality, interests, learning modalities, and life experiences).
A school or district leader holding an administrator area of concentration license who is involved in the process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims that are associated with student learning.
Usually associated with a system of fairness.
Descriptions of what the school personnel plan to accomplish.
What an educational leader should be able to know and do; performance descriptors of what actions expected of future and current leaders; types of leader actions for development or improvement in programs and practice.
The permanent installations of school or a district (often refers to buildings and the operation of those buildings).
Those actions that a principal takes, or delegates to others, to promote growth in student learning.
Defines the fundamental purpose of the school, succinctly describing why it exists.
Descriptions of what leaders do to carry out the leadership concepts and ideals in the Standards.
Professional Development and Professional Learning
Providing comprehensive, sustained, and intensive learning opportunities to expand the professional knowledge and skills available to educators; addresses both individual educators' goals for professional growth and the larger organizational learning priorities for school improvement.
Refers to the historical and current artifacts, commonly held values, beliefs, and basic assumptions that exist in a school or organization.
Stakeholders or Stakeholder Groups
Individuals or groups in the organization or wider community who have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff members, the faculty, and all community members, organizations, and agencies that serve that school community.
The knowledge and skills that should be mastered in order to achieve a level of proficiency in a particular area.
Driven by the setting of academic standards (sometimes referred to as benchmarks, aims, essentials, targets) for what students should know and be able to do.
In school, usually refers to information systems such as computer, audiovisual, sound, and other technical systems.
The Elementary and Secondary School Core Curriculum is defined in R277-700. Utah Core Standards are aligned to scientifically-based research and national content standards. They establish high quality instruction through common statewide comprehensive expectations for all students. The standards with subsequent objectives and indicators define essential knowledge, concepts, and skills to be mastered at each grade level or within a critical content area. The standards provide a foundation for ensuing learning within the classroom. Additional information about the Utah Core Standards may be found at http:// schools.utah.gov/core
In an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning.