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Administration
Q:
Districtwide professional development provides support and assistance to the beginning teacher in a district. What are the key elements in creating effective mentors?
a. Training in coaching, which includes conferencing and observation skills
b. Personal goals of the mentor
c. Adult development
d. Organizational goal setting and planning
Q:
Which of the following would be included in the model for professional development?
a. Districtwide
b. School wide
c. Individual
d. All of the above
Q:
Empowering teacher leadership incorporates the investment in decision-making and improving the quality of instruction. Which of the following would be examples of this teacher leadership?
a. Mentor
b. Administrator
c. Literacy Coach
d. Curriculum developer
Q:
What are the elements for building partnership in professional development?
a. Mutual rights
b. Contributions
c. Benefits
d. All of the above
Q:
Collegial support groups may be organized to
a. address common problems.
b. engage teachers in group inquiry.
c. implement innovations through common support.
d. all of the above
Q:
Which of the following would support beginning teachers?
a. Orientation that is held in the middle of the year
b. Training on classroom management
c. Intensive mentoring
d. All of the above
Q:
Alternative professional development formats are available and prove to be more effective than a "one-shot" workshop. Which of the following are considered alternatives?
a. Literacy Resource from Publishing Company
b. Teacher Centers
c. Reading Specialist Presentation
d. Collegial Support
Q:
Adults, like students, have different experiences and learning styles. Which of the following examples may be incorporated in professional development?
a. Sharing research on the bullying mandates from federal government
b. Observing cooperative groups that are being done at the middle school
c. Learning how to use digital recording for technology
d. Attending Character Counts and reporting on the community building of students
Q:
Integrating school-wide, group, and individual professional development is essential to have an organizational change in learning. How can this integration be ensured?
a. It is important that faculty provide input into establishing the school wide goal.
b. Faculty members may create instructional goals that are aligned with the broad school wide goal.
c. Varying professional development may be developed to meet the needs of the faculty study group.
d. All of the above
Q:
Relevant job-embedded professional development enables teachers to build collaboration and collegiality in the district. Which of the following would be considered job embedded professional development?
a. Teaching critical thinking skills
b. Instructing teaching assistants to support children who have special needs
c. Administering the resources that are needed in program planning
d. All of the above
Q:
Professional development programs are clearly linked to the organizational overall mission to educate learners. Which of the following characteristics emphasize this concept?
a. Creation of school wide improvement goals
b. Active learning for all teachers, administrators, parents etc.
c. Analysis of assessment and feedback on the implementation of instruction strategies
d. All of the above
Q:
Which of the following ways are focused on student learning in professional development?
a. How do students learn literacy content?
b. How do we coordinate the planning and implementation for mentoring teachers?
c. In what ways do teachers instruct diverse populations?
d. All of the above
Q:
Research on professional development identified a number of factors for a successful program that has its mission to improve the quality of education in schools. Which of the following characteristics are identified in this research?
a. Involvement of stakeholders in the planning
b. Short and long team planning and development of goals
c. Direct supervisory and administration in implementation
d. All of the above
Q:
Which of the question areas would be considered in leadership discussions on school improvement?
a. Questions to focus discussion
b. Questions to lend continuity
c. Questions to help the group evaluate itself
d. All of above
Q:
Which of the following statements are not correct for leadership discussion?
a. Group Evaluation " Should we look at our original goal for the program and compare this to Phase 3 of the project?
b. Group Decision-making " What have we accomplished in our discussion up to this point?
c. Continuity to Discussion " Your comment is interesting, but how is this relevant to the chief problem that we discussed.
d. All of the above
Q:
Guided discussion encourages the group to stay focused on the issue. What are some examples for guided discussions?
a. Focus Discussion " I wonder if we have spent enough time on these issues. Should we move on?
b. Broaden Participation " What other phases of the problem should be explored?
c. Limit Participation " I am wondering if someone else might like to make some remarks?
d. All of the above
Q:
Before a meeting begins, participants understand the ground roles. Which of the following is not a ground rule?
a. Professional dialogue
b. Coordinator assignment
c. Decisions made by consensus
d. Open ended discussion
Q:
What are the components that would be included in an agenda?
a. Description of reports to be presented
b. Specific and steadfast time periods for each item
c. Unlimited time limits
d. Subject heading
Q:
Which of the following is included the pre-meeting planner for group meetings?
a. Who should attend the meeting?
b. Has the draft of the agenda been reviewed?
c. Have we analyzed the outcome?
d. Do we have a volunteer to record the minutes?
Q:
Fullan (2000) reveal that conflict is key to a productive group. How can a leader encourage conflict and handle this to produce wise decisions?
a. Propose that the member express the opposite position.
b. State collectively the underlying value position(s).
c. Expedite the decision-making process.
d. All of these.
Q:
Redirecting unfavorable behaviors requires that the leader will try to change behavior and make it functional. Which of the following roles would be appropriate?
a. Assign the dominator to be a timekeeper in the meeting.
b. Suggest that the playgirl open the meeting with a humorous story.
c. Prove for the aggressor to role-playing an opposite point of view.
d. All of above.
Q:
Which of the following is an example of dysfunctional role?
a. Aggressor
b. Blocker
c. Dominator
d. All of the above
Q:
How would the leader deal with a dysfunctional member of a group?
a. Determine if his/her leadership behaviors are appropriate for most members.
b. Observe the member.
c. Establish rules for future behaviors.
d. Communicate with the member.
Q:
What role(s)s and behavior(s) disrupt the process to formulate goals and cohesiveness?
a. Special-interest pleader tries to express feelings of in-adequacy or personal confusion.
b. Playboy or playgirl lacks interest and involvement.
c. Blocker expresses the dissatisfaction with the progress that is being made.
d. All of the above
Q:
Leader who understand group development will understand the following concepts:
a. Assess what task roles and behaviors are seen.
b. Assess what task roles are needed.
c. Observe group cohesiveness through person roles.
d. All of the above.
Q:
Which of the following descriptions are accurate for person roles and behaviors?
a. Encourager supports the contributions of other members.
b. Harmonizer looks for ways to reduce tensions.
c. Follower accepts the decisions of the group.
d. All of the above.
Q:
Group leaders needs to have an understanding of the person roles and behaviors that occurs within the group. Which of the following depict person roles?
a. Energizer focuses the group to make decisions.
b. Orienter clarifies the group's position.
c. Opinion giver verbalizes his/her values on the topic.
d. Gatekeeper encourages quiet persons to peak and puts limits on those who dominate conversation.
Q:
Which of the following descriptions are accurate for the task roles?
a. Initiator-contributor proposes original ideas or changed ways of regarding goals.
b. Coordinator links the ideas and suggestions.
c. Opinion giver verbalizes his or her values on the group problems.
d. All of above.
Q:
Benne and Sheats (1948) describe the task roles, which will demonstrate the functionality of the group. Which of the following descriptions are considered task roles?
a. Informational seeker is an expert on relevant facts.
b. Encourager affirms the contributions.
c. Procedural technician takes care of logistics.
d. Harmonizer seeks to reduce tension between members.
Q:
What are some examples for person behaviors in a group?
a. Telling a story
b. Acknowledging approval through smiling or nodding his/her head
c. Sharing a humorous joke
d. All of the above
Q:
Effective groups understand the task behaviors that need to be used in order to complete a project. Which of the following contribute to these task behaviors?
a. Are we in agreement on the group's purpose?
b. Have we been flexible in allowing one member to work individually on his unit?
c. How will we monitor progress?
d. All of the above
Q:
Levi (2011) described the specific dimensions of an effective group. Which of the following apply? Content and purpose is revealed in the task.
a. Interpersonal dynamics is called the person dimension.
b. Participants derive satisfaction in their own contributions.
c. Content and purpose of the group meeting is the task dimension.
d. All of the above.
Q:
Skillful leaders use action research to improve instruction and group relationships. Which of the following elements are key considerations?
a. Group dimensions
b. Clear procedures for decision-making
c. Problem solving and conflict resolution
d. Appropriate leadership styles
Q:
In what ways can classroom culture be improved?
a. Instill democratic principles that are appropriate for student's maturity
b. Demonstrate understanding and compassion by teachers and students
c. Provide a safe and affirming community
d. Respect for all cultures
Q:
What are other forms of direct assistance that can be observed in schools?
a. Mini lessons
b. Collaborative teaching
c. Assistance with resources and materials
d. All of the above
Q:
Supervisors closely monitor the peer coaching program if it is to be successful in the improving the teacher's skills. Which of the following are examples of the supervisor's role?
a. Participate as a resource in meeting.
b. Do a walk-thru and check in with the teachers
c. Direct specific instructional experiences for the coaches
d. All of the above.
Q:
Which of the following roles can the supervisor take in the peer coaching process?
a. clarifier
b. trainer.
c. scheduler
d. troubleshooter
Q:
What do teachers have in common in the peer coaching process?
a. Agree on goals
b. Volunteer their time.
c. Facilitate a leader's role.
d. All of the above.
Q:
Supervisors need to establish a common understanding for teachers to participate in peer coaching. Which of the following is included in this training?
a. Understand the purpose of peer coaching.
b. Determine the procedures to be used.
c. Determine the focus during a preconference.
d. All of the above.
Q:
Zwart, Wubbels, Bergan & Bolhuis (2009) discuss the importance of formulating a purpose and establishing goals for peer coaching. Which of the following questions that teacher may use for this process?
a. Are we focusing on using more critical thinking strategies in our classroom?
b. Am I focused on improving my classroom management?
c. Should we establish collaborative grouping for this unit?
d. How can the district use peer coaching in the English department?
Q:
What are the following considerations in establishing peer coaching program for the district?
a. Purpose
b. Preparation
c. Scheduling
d. All of the above
Q:
In peer coaching, the supervisor uses teachers to assist other individual teachers. Which of the following can be used in the peer coaching process?
a. Determine the purpose.
b. Form teams or trios of teachers to take responsibility for preconference.
c. Consult with teams of teachers who have difficulty in using instructional strategy.
d. All of the above.
Q:
Which of the following is not accurate for a preconference?
a. Supervisor, using directive behaviors, are used consistently with teachers.
b. Supervisor, using nondirective behaviors, requests that the teacher chooses the focus for the observation.
c. Supervisor, using directive informational approach, explains one or more foci for the observation.
d. Supervisor, using collaboration, engages the teacher in the decision-making process.
Q:
How is clinical supervision consistent with formative evaluation? Choose those that apply?
a. Clinical supervision is consistent with summative evaluation.
b. Clinical supervision provides objective evidence aimed to improve teacher instruction.
c. Clinical supervision provides an action plan for improvement designed by the teacher.
d. All of the above
Q:
Which of the following question emphasize the purpose of Step 5: Critique?
a. What was valuable in what we have been doing?
b. What methods were used in the data?
c. What areas need to be improved?
d. What was valuable in what we are doing?
Q:
The post-conference determines a plan for instructional improvement. Which of the following should be included?
a. Objective
b. Students' names/groups
c. Activities
d. Funding
Q:
Supervisors need to match his/her interpersonal approaches to the individual teachers'
a. development.
b. experience.
c. expertise.
d. professional commitment.
Q:
Crucial to Step 3: Analysis and Interpretation, the supervisor considers the interpersonal approach used during the post-conference. Which of the following approaches may be considered?
a. Directive control
b. Directive informational or nondirective informational
c. Collaborative
d. All of the above
Q:
Prior to Step 2 Observation, the supervisor must determine the method(s), which will be used during the observation. Which of the following methods are considered?
a. Verbatim
b. Tailed observation system
c. Categorical frequencies
d. Performance indicators
Q:
In Step 1 Preconference, the supervisor sits to determine which of the following?
a. Focus
b. Method and form of observation
c. Outcomes of the observation
d. All of the above
Q:
What are the steps in the clinical supervision structure?
a. Preconference
b. Observation
c. Analyzing and interpreting data
d. Post-conference
Q:
The clinical supervision model was first created by the researcher,
a. Glickman
b. Cogan
c. Paven
d. All of the above
Q:
Teachers who learn about changes in teaching and instructional materials to improve instruction participate in
a. curriculum development.
b. direct assistance.
c. group development.
d. all of these.
Q:
Supervisors use technical tasks to improve instructions. Which of the following represent these tasks?
a. Direct Assistance
b. Professional Development
c. Action Research
d. All of the above
Q:
Experts recommend keeping a portfolio for a teacher's self-evaluation. Which can be included in these sections of the portfolio
a. Teacher reflection on the meaning of student data and implications on learning
b. Plans for individual improvement
c. Entries, including illustration, projects, and action plan
d. Summative year end evaluation
Q:
Self-evaluation is a method that will encourage teachers to improve their own development, expertise, and commitment. Which examples would assist the teacher?
a. Keep a diary of instructional experiences and share with the peer or supervisor.
b. Develop artifacts of student work at the beginning and the end of a unit.
c. Use a consultant to give feedback on instructional strategies.
d. All of these.
Q:
What ways can a district use a separate summative and formative evaluation system with their faculty?
a. Use each system during different time periods in a school year.
b. Utilize different evaluators in each system.
c. Develop a set of clear and visible minimum performance expectations for all.
d. All of these.
Q:
Allison (1981) emphasizes that school districts, that only rely on rating scales, preclude which of the following:
a. Formative objectives
b. Standardization
c. Non-instructional criteria
d. All of the above
Q:
Which of the following functions may be found in summative and formative evaluations?
a. Purpose, Scope
b. Focus, Duration
c. Concerns, multiple evaluators
d. All of above
Q:
Which of the following may be included in the systematic observation of the classroom process for formative evaluation?
a. Classroom movement
b. Student participation
c. Questioning
d. All of the above
Q:
Summative evaluation is concerned with
a. the organizational performance.
b. the summary of performance over a specific time period.
c. ongoing and continuous improvement.
d. all of the above.
Q:
Formative teacher evaluation emphasizes the
a. needs of teachers.
b. organization needs.
c. teaching and learning.
d. all of the above.
Q:
Haefele (1993) discussed reliable instruments, where the data can be found in which of the following?
a. Teacher clarification
b. Supporting evidence in explanation
c. Personal statement
d. All of these
Q:
Haefele (1993), Danielson and McGreal (2000) discusses the importance of evaluation instruments that have the following elements:
a. High and Low inference indicators
b. Valid criteria for performance
c. Reliable instruments
d. All of the above
Q:
The purpose of summative evaluation is to
a. determine if the teachers met minimum expectations for the organization.
b. assess the teacher accountability.
c. ascertain teacher performance.
d. all of the above.
Q:
Danielson and McGreal (2000) discusses that instructional evaluation form judge teachers on which of the following qualities:
a. Personal relationships
b. Classroom climate
c. Planning
d. Classroom management
Q:
Teacher evaluation can be organized into broad areas. Which of the following is included?
a. Summative
b. Analysis
c. Formative
d. All of the above
Q:
What are the similarities of teacher evaluation to program evaluation?
a. Purpose
b. Data gathering
c. Data analysis
d. All of the above
Q:
Empowerment evaluations should not replace program evaluation by external evaluators because this complements the
a. traditional evaluation.
b. rich data to outside evaluators.
c. self evaluations by external evaluators
d. all of the above
Q:
Fetterman and Wandersman (2007) describe empowerment evaluation, which fosters program improvement and self -determination. Stages of the empowerment evaluation may include which of the following:
a. Training
b. Advocacy
c. Coaching
d. Exploration
Q:
Recommendations for improving school's overall instructional program should be related to
a. study's results
b. conclusion
c. specific areas (such as school governance, curriculum etc.)
d. all of the above
Q:
In Phase Five: Preparing and Presenting the Evaluation Report represents a comprehensive finding on the following:
a. Collaborative interpretation of the data
b. Relationships between investigate areas
c. Factual findings that affect instruction
d. All of the above
Q:
What are the areas for planning data gathering and analysis?
a. Evaluation questions
b. Coordinator
c. Timeline
d. All of above
Q:
In Phase Four: Gathering and Analyzing Data, it is critical to define which of the following:
a. Who is involved in making the decisions?
b. Who is responsible for collecting the data?
c. What are the procedures for collecting the data?
d. All of the above
Q:
In collecting data for the instructional programs, the planning team assessed: characteristics of teacher, school, parent, instructional strategies and curriculum, and professional development. Which of the following would be appropriate data sources?
a. Local schools in the community
b. Curriculum coordinators from the regional office
c. School community members (students, teachers, parents etc.
d. All of the above
Q:
In Phase Three: Designing the Evaluation, the steering committee proposes which of the following:
a. Sources
b. Methods
c. Graphic representations
d. All of above
Q:
In Phase Two: Identifying Specific Evaluation Questions, the steering committee may be assigned to specific areas for investigation and to make recommendations. Which of the following may apply?
a. Community demographics
b. Professional learning communities and culture
c. School climate
d. All of this
Q:
The steering committees involving the phases for the overall evaluation should agree on the following:
a. Evaluation areas
b. Phases of the evaluation
c. Forecast outcomes
d. All of the above
Q:
In Phase One " Areas for Examination, the administration may need to which of the following to assess the overall instructional program?
a. Partnerships with community
b. Chamber of commerce
c. Religious communities
d. All of the above
Q:
Which of the following should be included in the process of evaluating the overall instructional program?
a. Areas
b. Identification of specific questions
c. Design
d. Results