SuperVision and Instructional Leadership: A Developmental Approach (Allyn & Bacon Educational Leadership) 9th Edition

Interpretive researchers do which of the following? a. Observe inquiry lessons and take extensive notes on class activities. b. Conduct interviews with teachers and students on their experiences. c. Analyze only one perspective on the learning activity. d. All of these Answer: a,b Answer: a,b Answer: a,b How would year-end evaluations be used in action research projects? a.

Sergiovanni (1999) proposed viewing schools as communities rather than organizations. How does his research show the difference between the organization and the communities? a. Communities create social lives with others b. Organization has a system of hierarchies, roles and expectations. c. Communities rely more on norms, purposes, and values when confronted by external control. d.

The supervisor and teacher discussed the action plan and goals that would be implemented in the next few weeks. The supervisor used the following statement: "Do you have any questions concerning these action plan and the accompanying goals?" a. Directive Control b. Collaborative c. Directive Information d. All of these Answer: c Answer: c Answer: c Collegial

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 Answer: d Answer: d Answer: d SuperVision denotes a. a common vision about teaching and learning. b. collaboratively making decisions on instruction. c. building a democratic community of learning. d. all

A supervisor may discuss ways in which instructional improvement can be enhanced during a conference with a teacher. Which of the following approach is not used for a specific outcome during the conference? a. Nondirective approach " Outcome: supervisor-assigned plan b. Collaborative approach " Outcome: mutual plan c. Directive information " Outcome: supervisor-suggested

During Step Four, the teacher shared the reasons for the lack of student engagement with the supervisor, who mentally determines a plan to explain alternative solutions. Name the supervisory behavior that is used in this example. a. Directing b. Problem Solving c. Directing d. All of these Answer: b Answer: b Answer: b What is the supervisory

The Pareto Chart shows data that would be valuable to a planning team. What would be included in this chart? a. Tracking of individual students b. Tracking of consequences c. Overall percentages of students in program d. Cumulative percentage line across the chart, depicting percentages Answer: c,d Answer: c,d Answer: c,d Which of the following is included in

External and internal support provides networking in change efforts. Which of the following would contribute to this support? a. Electronic informational retrieval and networking systems b. Mentors, coaches, or evaluators c. Regional conferences of networking schools d. All of these Answer: d Answer: d Answer: d What ways can a district use a separate summative and formative

In the assessment process, the supervisor would need to review official records. Which is not considered an official record? a. Curriculum guide b. Achievement tests c. Instructional approaches d. Department meeting notes Answer: a,b,c Answer: a,b,c Answer: a,b,c Contributing factors for poor planning include which of the following: a. Lack of alternatives for staff from grade levels b. Lack

Supervisors may use which of the following supervisory approach with teachers at a high development level? a. Nondirective b. Directive c. Collaborative d. All of these Answer: a Answer: a Answer: a In gathering information, listening to perceptions, and identifying the problem, the supervisor demonstrates non-directive behaviors. Being part of the decision-making process, the supervisor and teacher

Which of the following example(s) in schools are similar to fractals in nature? a. Schoolwide staff development data b. Department meeting c. Classroom lesson d. All of the above Answer: d Answer: d Answer: d According to Drago-Severson's (2004-2007) approach, principals as professional development leaders should employ the following pillar practices for educators: a. Mentoring b. Empowering teacher leaders c.

What does deprivatization of teaching look like in a school? a. Teaching in your own classroom b. Developing your skill and art in teaching c. Visiting one another's classrooms for variety of reasons d. All of the above Answer: c Answer: c Answer: c Step Seven delineates the final choices that the supervisor has described as the

Mentally determining the best solution, the supervisor weighs the many options available to the teacher. Step Four would be called the following: a. Problem Solving b. Standardizing c. Directing d. Encouraging Answer: a Answer: a Answer: a Empowerment evaluations should not replace program evaluation by external evaluators because this complements the a. traditional evaluation. b. rich data to outside evaluators. c.

Which of the following psychological frustration did teachers reveal? a. Routine of the teaching day b. Encounters of the students' academic and emotional behaviors c. Professional expectations from administration d. All of the above Answer: d Answer: d Answer: d Verbatim and selected verbatim notes allow the supervisor to do which of the following? a. Provides examples of

Planning techniques include assessing and prioritizing needs and causes. How would this data be displayed? a. Affinity diagrams b. Gantt charts c. Force field analysis d. Pareto charts Answer: a,b,c Answer: a,b,c Answer: a,b,c Earl & Katz (2006) discusses a culture of inquiry which can be seen through the following: a. Cycle of data gathering b. Outcome based solutions c.

The conceptual frameworks have the following aspects in common: a. Change b. Adaptation c. Stability d. All of the above Answer: a,b Answer: a,b Answer: a,b Which of the following observation tool created requires the supervisor to provide proof regarding topics on classroom, teachers, pupils, or the lesson? a. Open-ended observation b. Cross categorical frequency instrument c. Focused questionnaire observation d.

Which of the following are examples of teacher leadership teams? a. Action research teams b. Peer coaching c. Mentoring d. Curriculum liaison Answer: a,b Answer: a,b Answer: a,b The purpose of evaluation is to a. improve the program through formative evaluation. b. review the value of the program through summative evaluation. c. assess the program exclusively through formative and summative