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
Verbatim and selected verbatim notes allow the supervisor to do which of the
following?
a. Provides examples of teacher-to-teacher interactions.
b. Describes comments of teacher to student interactions.
c. Identify patterns of interpersonal behavior during a lesson.
d. All of above.
To encourage the teacher’s participation in the collaborative process, the supervisor
needs to demonstrate the following actions:
a. Asking teachers to work on these projects that are aligned with their choice.
b. Encouraging teachers to offer their own thoughts.
c. Initially without the supervisor’s ideas on the process.
d. All of the above.
The supervisor should not imply an “absolute standard” when using which of the
following instruments?
a. Performance Indicator Instrument
b. Categorical Frequency Instrument
c. Visual Diagramming
d. All of the above
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
What are methods that are used to support Noddings’ (2005) research on students
developing the capacity to care for others?
a. Confirmation
b. Practice
c. Dialogue
d. Modeling
The development of pedagogical skills has been expanded into professional training for
educators. What are some of the topics that may be emphasized?
a. Moral development through modeling social justice issues
b. Career development through providing teachers an “exit” from the Focusing on
student learning in professional development is described in which of the following
ways?
c. How do students learn literacy content?
d. In what ways do teachers instruct diverse populations?
The identification of the problem is the first part of the action that the supervisor uses
with the teacher. Which of the supervisory behaviors was used in this identification
process for Step One?
a. Listening
b. Clarifying
c. Presenting
d. Encouraging
Coherence is building change initiatives that limit overload and fragmentation. Bain
(2007) proposed which of the following strategies to build coherence?
a. School ” level schema is depicted through the innovation of cooperative learning
techniques
b. Embedded design applies to the principle of solving a problem through the
establishment of solutions to only grade level issues.
c. Similarity of scale uses principles of cooperative learning that applies to innovation
at each level
d. All of these
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?
Beginning teachers are faced with environmental difficulties. Which are examples of
these difficulties?
a. Least restrictive resources for special education students
b. Inadequate resources
c. Supportive mentors
d. Unclear expectations
Teachers may interpret inappropriately the supervisor’s intent when the supervisor uses
a. too much eye content
b. facial expressions
c. ongoing questioning techniques
d. paraphrasing
Bagley (1938) created essentialism which promotes
a. that knowledge is learning how the machine works.
b. that teacher digest teaching truths.
c. that education has a use in society.
d. that there is a body of timeless knowledge valued for living.
In practicing a democratic pedagogy, students do which of the following?
a. Practice higher achievement scores
b. Works to make contribution to society
c. Assume escalating responsibilities for securing resources and finding places where
they can apply further learning
d. All of these
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
Supervisors extend to engage with the larger community through expanding into
building which of the following?
a. School-community collaboration
b. Community as a learning environment
c. Service learning projects
d. All of these
What are the areas for planning data gathering and analysis?
a. Evaluation questions
b. Coordinator
c. Timeline
d. All of above
McBee (2004) states that teachers, who possess low levels of development, may be able
to
a. engage immediately in their own action research projects.
b. levels of decision-making.
c. use collaborative action research.
d. all of these.
Which of the following statements indicate the best supervisory approach to use when
there is a varying level of individual or group levels of development, expertise, and
commitment?
a. Informational directive supervision is employed if most of the group is at a low
decision-making capacity.
b. Collaborative approach should be used if the group is at a moderate capacity level.
c. Nondirective supervisory approach may be employed if the group is at a high
capacity for decision-making.
d. All of these
When the supervisor is considering moving from using the directive information toward
collaborative behaviors, what are the important aspects to consider in this transition?
a. Consider the primary decision-making responsibility is the supervisor?
b. Consider the degree in which this movement occurs
c. Consider the completion of the School Improvement Goal in one year
d. Consider the equal decision-making responsibility
The nondirective interpersonal approach may be described as
a. when the teacher has high control.
b. when the supervisor has low control.
c. when teacher and supervisor has the same level of control.
d. all of these
Evans (1996) discusses ways that teachers will understand that change is feasible and
that the teachers will be committed to this process. What are some of the elements were
used?
a. Teachers believe that they can achieve and implement the change.
b. Teachers understand that this change if appropriate to students.
c. Teachers will know that the theory and research are present.
d. All of these
Which of the following describes an analysis of the data used in the 360 degree –
supervisor’s self assessment?
a. Compare the supervisor’s perceptions to recorded behaviors
b. Reflect on your own perception
c. Lead to changes in your own supervisory behaviors
d. All of these
During the conference, the supervisor requests that the teacher supply feedback
regarding the problem. The teacher may respond in the following manner; “The
students were not engaged in the activity because several were absent for the
introductory presentation and some were moving at faster pace.” What supervisory skill
is illustrated in this example?
a. Listening
b. Directing
c. Clarifying
d. All of these
Which of the following researcher developed the following theory?
a. Malcolm Knowles ” Theory of Andragogy
b. Allen Tough ” Self-Directed Learning
c. Jack Mezirow ” Transformational Learning
d. Jack Mezirow ” Perspective Transformation
Teaching style implements
a. individual choice by the teacher
b. learning and trying out new instructional strategies
c. adopting the district’s guidelines in curriculum
d. ongoing development of styles and repertoire over time
Ladson-Billings (2009) sets the stage of beliefs for culturally responsive teaching.
Teachers who are culturally responsive do which of the following?
a. Teaching is considered an art rather than technique
b. All students can succeed
c. Community connections and service to others is engrained in the curriculum.
d. All of the these
Teachers experience the critical components on age-linked life cycle development in a
contrary manner than the natural adult life cycle. At what age do teacher experience that
“bravado” of doing their best and being enthused with their own teaching?
a. Young teachers (20-35 years of age)
b. Middle age teachers (35 to 55 years of age)
c. Experienced Teachers (55 to 65 years of age)
d. All of the these
Curriculum process includes which of the following areas:
a. Content
b. Purpose
c. Organization
d. Involvement of teachers
Supervisors use reflective inquiry in his/her use of nondirective supervision. Critical
areas to consider are as follows:
a. How reluctant is the teacher or group to assume decision-making responsibility?
b. How can the supervisor avoid influencing the teacher or group?
c. What is the supervisor’s response to a teacher or group when asked for input?
d. What is the supervisor’s method of engagement with the teacher or group during the
decision-making process?
Kilgore (2001) summarizes the components of critical and postmodern perspectives of
adult learning in the following manner:
a. Knowledge is socially constructed along with power as a factor in learning.
b. Power can be possessed by principals, a culturally biased group, or a culturally
relevant bias to one group.
c. Dominant influence or authority (hegemony) to preserve inequities is linked to
structures of privilege and oppression.
d. Knowledge is multifaceted and shifts to the experience and context of the knower.
Action Research is a framework for integrating the technical tasks of supervision into a
program addressing diversity. What are the key considerations?
a. Integrate the technical tasks (direct assistance, group development, professional
development, curriculum development and action research)
b. Provide professional development on knowledge, skills, and strategies to address
diverse students
c. Assist directly teachers to apply culturally responsive teaching through clinical
supervision, peer coaching, demonstration teaching etc.
The collaborative interpersonal approach may be described when the
a. supervisor and teacher participate in the problem solving equally.
b. supervisor uses non directive behaviors.
c. supervisor and teacher negotiate to find a common outcome.
d. All of these