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
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 begin to examine some possible actions to resolve
the conflict. The supervisor must be careful to share his/her perceptions only after the
teacher has expressed his/her insights. The supervisor states, “I see the situation in this
way,” and this demonstrates which behavior?
a. Presenting
b. Problem Solving
c. Reinforcing
d. Directing
Curriculum developers, whether they are inside, intermediate or outside, integrate its
development with the instructional formats. Which of the following describes this
integration?
a. Staff with low level of curriculum function would be matched with outside
developers and use tightly prescribed sequence.
b. Staff with moderate level of curriculum functioning would be matched with
intermediate level of teachers and would use a thematic approach.
c. Staff at a high level of curriculum functioning would be matched with a team of
teachers and specialists to generate curriculum that would use a results only approach.
d. All of the above
Teachers need to develop a commitment to change; however, supervisors need to
understand that building this capacity requires which of the following elements?
a. Inquiry
b. Reflection
c. Dialogue
d. Experience
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.
What are aspects that need to be considered in promoting culture within cultures?
a. Norms
b. Structure
c. Customs
d. All of the above
Which of the following researchers have been involved in examining the sociocultural
context of adult learning?
a. Gilligan, Belenky ” gender
b. Oga, Pine ” staff development
c. Reinman, Parramore ” teacher development
d. Chavez, Phinney ” race and ethnicity
Which of the following definitions for quantitative observations are not accurate?
a. Categorical frequency instrument defines certain events or behaviors in order of
when the behavior occurs.
b. Performance indicator instrument delineates the frequency of when a student answers
a question.
c. Performance indicator is when one observes on task or off task behavior.
d. All of above
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
Data for assessment requires collecting information from multiple sources. Which of
the following is not included in this data process?
a. Personal notes regarding students’ performance
b. Observations
c. Policies
d. Student artifacts
What do culturally responsive classrooms look like? What are some of characteristics?
a. Develop bilingual students, where the student’s culture is fostered
b. Provide academic excellence
c. Emphasize that students need to use dominant language
d. All of these
Festinger (1957) created cognitive dissonance, which is based upon
a. thinking of yourself in one way
b. acting only with your own perceptions
c. having others view you in differently
d. All of these
The supervisor may use which of the following approaches to garner more participation
in decision-making:
a. Place more responsibility on the teachers to make decisions.
b. Place more responsibility on the supervisor to make decisions.
c. Place a shared responsibility on the supervisors and teachers.
d. All of these
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
What is the connection between the curriculum and high stakes tests?
a. The educational objectives are aligned to the standardized tests.
b. The alignment of the curriculum ensures that the teacher will cover the material.
c. Evaluations will assess whether the teachers are following the curriculum.
d. All of the above
Supervisors need to develop professional development that
a. identifies the learning strengths of teachers
b. utilizes different learning methods for teachers at all levels of experience
c. applies the same in-service workshop or approach for all teachers
d. All of the these
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
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
In Step Nine, the teacher answered the following questions stated by the supervisor:
“How can you develop activities, which would engage learners with different abilities?
How will you show that these students are on target in this engagement?” Which of the
following supervisory behaviors were illustrated in this exchange?
a. Standardizing
b. Reinforcing
c. Listening
d. All of these
Nominal group technique was developed by
a. Weaver and Hostrop, Wilhelm
b. Bruce and Grimsley
c. Delbecz, Van de Ven, Gustafson
d. Rand Company
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.
In Step One, the supervisor states the essential goal of “involving all students” in the
instruction to the teacher. Which supervisory behavior is illustrated in this explanation?
a. Clarifying
b. Presenting
c. Problem solving
d. All of these
Which of the following is an example of dysfunctional role?
a. Aggressor
b. Blocker
c. Dominator
d. All of the above
Which of the following roles can the supervisor take in the peer coaching process?
a. clarifier
b. trainer.
c. scheduler
d. troubleshooter
Supervisor may encounter the following issues in directive control:
a. Power
b. Authority
c. Need to right
d. All of these
Which of the following are the stages of professional development?
a. Orientation discusses the goals, strengths and concerns.
b. Integration is the application of the learning into the actual classroom.
c. Refinement is the reflective discourse on creating new learning.
d. All of the above.
In the State mandated curriculum, the objectives tend to be within the lowest categories
of Blooms’ taxonomy. Which of the following levels of the thinking is considered at the
highest levels?
a. Knowledge
b. Comprehension
c. Application
d. Evaluation
The Reading Intervention Plan has been drafted into a final form. All parties have
agreed to the action and details, which are outlined and then reviewed. In this plan, the
supervisor states, “Could you share your understanding of the instruction to be included
in this intervention class? I will share my understanding too.” In this review process, the
supervisor has once again used which of the following behaviors?
a. Reflecting
b. Clarifying
c. Presenting
d. All of these
A purposeful behavior is defined as
a. an assessment of how supervisors communicate with staff.
b. the contribution that has been made to a decision for the a conference
c. effectively listening to the speaker and giving an expression of understanding
d. behaviors that determine the supervisor’s effectiveness in decision-making.
Collaborative behaviors is based on the assumption that there is
a. equal investment in reviewing an issue.
b. joint motivation to discuss openly differing points of views.
c. shared responsibility in the results.
d. all of these.
Building community involves
a. moral action
b. professional learning
c. inquiry
d. all of the above