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Question
Taking time to have conversations and reach agreement on how best to collaborate in order to improve student achievement represents which strategy for effective partnership?A. Agreeing on core values
B. Building one-to-one relationships between families and educators that are linked to learning
C. Listening to the community
D. Setting, communicating, and supporting high and rigorous expectations
Answer
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Related questions
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Describe three types of ethical considerations involving work with paraeducators.
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Describe three reasons for the increasing use of paraeducators in special education.
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It is unethical for paraeducators to disagree with their supervisors.
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Paraeducators may assume an amount of lunchroom supervision, time-out monitoring, or playground duty. Which type of responsibilities does this represent?
A. Clerical duties
B. Direct support for students
C. Instructional delivery
D. Counseling duties
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What is reportedly the biggest obstacle to professional-paraeducator planning?
A. parity
B. training of the paraeducator
C. available time to meet
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Define and give examples of conflict.
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Homeostasis may result from change fatigue.
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B. Lack of clarity in procedures
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D. A pattern of turning away from conflict
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Define and give examples of school consultation, coaching, and mentoring.
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The relationship in mentoring is not evaluative.
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A clinical consultant first considers that the source of a problem is in the environment, not the client/student.
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Clinical consultation is particularly valuable for increasing parent involvement in the child's education.
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Which of the following is not a benefit of consultation?
A. a means to provide job-embedded professional development
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Discuss six ways school administrators can demonstrate support for co-teaching programs.
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Teaming may not be the best approach for novice co-teachers.
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Which of the following does not describe an appropriate co-teaching arrangement?
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D. a diverse group of students to teach
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Building-level problem solving teams are designed to assist teachers in accommodating students with behavioral or learning difficulties in their general education classrooms.
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Give three examples of points to consider as you work to incorporate information about problem solving into practice.
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Delineating the positives and negatives of each potential solution is a step in the solution generating process..
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All of the following are questions to ask when encountering problems to resolve except
A. Are the persons who have responsibility and resources for addressing the problem committed to resolving it?
B. What might happen if nothing was done to resolve the problem?
C. Are adequate time and resources available to resolve the problem?
D. What is the reason the solution was not effective?
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Which of the following best describes the purpose of generating potential solutions to a problem?
A. generate a narrowly focused pool of solutions by a small range of participants
B. generate a narrowly focused pool of solutions by a wide range of participants
C. create the maximum number of potential solutions by the smallest range of participants
D. create the maximum number of potential solutions by the widest range of participants
Q:
Which of the following is recommended to facilitate problem identification?
A. phrasing problems as questions
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C. narrowing the problem statement
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Bridge cultural differences by using high-context strategies when seeking information.
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In the interview introduction, gather information about the topic and agree on mutual goals for the interview and its outcomes.
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The inverted funnel approach to questioning begins with broad, open questions and proceeds to more narrow and limited questions.
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IDEA requires formal transition planning for students with disabilities beginning at age 16.
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"What do you think would happen if you made an appointment with the literacy coach?" is an example of?
A. a question that provides information
B. a question that modifies information
C. a question that seeks information
D. a question that clarifies information