1. ISLLC Standard 2 outlines how a principal must:
2. Which of the following is not one of the four major works influencing the supervision of the
curriculum?
3. In Hunter’s original elements of lesson design she included
4. Which of the following phrases does not belong with the other three?
5. If a supervisor uses cognitive coaching, one of the goals is
6. Glatthorn, in suggesting his differentiated professional development approach, pointed to
several problems with clinical supervision including:
7. With respect to “instructional rounds”
8. The term “rating” can relate to all of the following except
9. Wise, Darling-Hammond, McLaughlin, and Bernstein identified five conclusions relative to
teacher evaluation including:
10. Which statement below does not belong with the other three?
11. An essential skill that is not directly observable in classroom instruction is:
12. One reason for a differentiated system of professional development is:
13. Which of the following models of supervision would be most appropriate for a second -year
teacher who is generally competent, but has one area of performance that is not satisfactory?
14. Motivated teachers have all of the characteristics below except
15. Maslow’s Hierarchy of needs is arranged in a sequential manner. Below are the steps in the
hierarchy. Which is the first step that is out of sequence?
16. Although Maslow’s Hierarchy is widely accepted, it does have its critics. One criticism is:
17. According to the text, a materials adoption committee, at a minimum, should include
18. A materials adoption committee should survey or interview teachers by asking all of the
questions below except:
19. A materials adoption committee should develop a set of selection criteria based upon
20. A materials adoption committee should
21. The differences between the Farrell Model and the Hunter Model do not include:
22. Which of the following questions are not the ones to include in walkthroughs?
23. When a principal uses a skills based rating observation form, meets with a teacher for a
conference, and then they outline a professional development plan, this is called:
24. Which of the following is not a way that walkthrough data should be used?
25. In order to gain a clear picture of the quality of instruction in a school, walkthroughs to each
26. True or False. Too many curriculum leaders focus unduly on the supported curriculum.
27. *True or False. During much of the 1980s the work of Hunter dominated supervision
strategies.
28. True or False. Cognitive coaching is essentially a form of clinical supervision.
29. True or False. Differentiated professional development is the same as differentiated
instruction.
30. True or False. Walk-throughs by supervisors or principals involve a rating scale.
31. True or False. According to Wise, Darling-Hammond, McLaughlin, and Bernstein, the
evaluation system must be seen to have utility, even if it does not appear to be cost effective
32. True or False. The sample rating sheet provided in the text has a space for the teacher to
make comments.
33. True or False. Coaching is acceptable as part of an intensive development program.
34. True or False. A primary factor for curriculum success is motivating teachers to work.
35. True or False. The various types of processes for professional development do not interrelate
36. True or False. A comparison of the lesson designs between Hunter’s Model and Farrell’s
Model can be branded as forward and backward.
37. True or False. The Farrell Model’s main emphasis is on the text.
Glatthorn, Curriculum Leaderhsip. © SAGE Publications 2016
38. True or False. Both Farrell’s Model and Hunter’s Model use Independent practice in the
same way.
39. True or False. Modeling by a teacher may occur after the teacher has allowed students to
discuss all they know about a subject.
40. The direction of leadership and development of school-wide instructional change is
from__________ to _________
41. Most of Hunter’s critics were not practitioners, but___________
42. A requirement of NCLB is that schools must show AYP. What do NCLB and AYP stand
for?
43. A rating can be formative or __________.
44. According to Wise, Darling-Hammond, McLaughlin, and Bernstein, the evaluation system
must be seen to have utility: It is cost effective, fair, valid, and ______________.
45. Some school districts had two rating sheets, standard and intensive. The intensive rating
sheet is used for ____________ teachers.
46. Small groups of teachers work together in a professional development model called
_____________________
47. Data derived from, informal observations can play an important part in assessing
_________________ needs.
48. The final level on needs in Maslow’s hierarchy is __________________.
49. When adopting a textbook the district should develop a service contract with the
_______________.
50. Historically, lesson design carried the unintended implication that all lessons should contain
all ______________ of lesson design.
51. Scholars posit that ________ has narrowed the curriculum
52. According to the text, informal visits to classrooms may also be called ____________.
53. Construct an essay in which you explain why it is very important that the principal and
teachers work closely in coordinating the curriculum.
54. Using a discrepancy model, explain in writing how the Farrell Model differs from the Hunter
Model.
55. The Hunter model was liked by teachers and administrators, but not by professors. Construct
an essay explaining why practitioners liked it, why professors did not, and how Hunter answered
her critics.
56. Describe Glickman’s Developmental Supervision approach.
57. Differentiate between formal and informal staff development.
58. Describe the nature and purpose of “walk-through” visits.
59. A principal uses informal walk-through visits as part of her usual routine. If she is pleased
she smiles as she leaves. If she is not pleased she sets-up a meeting to talk to the teacher and
place a formal rating in the teacher’s folder. Defend or criticize this approach.
60. We frequently hear terms such as rating, informal, formal, summative, formative, and walk-
61. Describe, in general terms, the process suggested in the text for evaluating the performance
of a teacher.
62. Two principals are having a discussion. One maintains that a teacher’s performance with
respect to testing cannot be evaluated because it is not observable. The second says it is
63. Describe the staff development model called intensive development.
64. You have a tenured teacher with 15 years’ experience who has never developed skills in
using technology, even though there have been workshops conducted by the district. The teacher
wants to have a self-directed development plan centered on her taking an instructional
technology course at a local college. What would you do and why?
65. Based on Maslow’s Hierarchy of Needs what level must be reached for effective curriculum
development and why?
66. The text states: “The Materials Adoption Committee should be representative-large enough
to include broad representation and small enough to work efficiently.” It also states: “At a
minimum the committee should be composed of ….one teacher from each school who will be
using the text…” Can you think of any circumstances where the two statements are
contradictory? If you can, identify the circumstances and a possible solution.
Glatthorn, Curriculum Leaderhsip. © SAGE Publications 2016
67. Assuming the Materials Adoption Committee has identified five texts; describe what would
happen from that point to the final adoption.
68. Once the Textbook Adoption Committee makes a final decision, what should the district do
prior to placing an order?