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

SESP 81064

July 4, 2017
Which of the following are examples of teacher leadership teams?
a. Action research teams
b. Peer coaching
c. Mentoring
d. Curriculum liaison
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 evaluation.
d. all of the above.
In the critical action research, which of the following questions emphasize a change in
the system?
a. Whose interests are served by the existence of the tracking system?
b. Who decided which students are placed in the various tracks?
c. How can the diverse learning needs of students be met in an emancipatory way?
d. All of these.
Which describes the advantages of using the behavioral " objective format?
a. Easy to use
b. Tightly sequenced
c. Broad choice
d. All of the above
Teacher evaluation can be organized into broad areas. Which of the following is
a. Summative
b. Analysis
c. Formative
d. All of the above
In Phase 2, Applying the Chosen Approach, Gordon address supervisory flexibility in a
study that trained supervisors in the developmental supervision process. What
conclusion was determined?
a. Intensive training must be given in all approaches
b. More intensive training should be given in nondirective supervision
c. More observations criteria and assessments need to be developed
d. All of the above.
Gordon (1992) and Harpaz (2005) discuss how supervisory direct control has been used
historically to force the teachers to conform. Although this overreliance on control is
not advocated by these researchers, they suggest that directive control behavior may be
used when
a. there are resistant teachers.
b. there is no other supervisory approach feasible.
c. there is a summative evaluation which requires specific teaching behaviors.
d. All of these
Supervisors need to understand that educational philosophy influences our
decision-making responsibility. Which of the following relationship demonstrates this
philosophy and the supervisor's responsibility?
a. Essentialism " is used when the teacher is highly competent and requires low
b. Experimentalism " is used when the teacher is equally competent and requires equal
c. Existentialism " is used when the teacher has high competency and requires low
d. All of these
Sarason (1990) states that educational reform is an image that is paved with good
intentions rather than
a. recognizing the changes in the demographics, culture, and economy etc.
b. understanding the school culture and relationships impacting the culture.
c. superficially proposing reforms that have no clear results.
d. all of the these
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
According to the schools described in the introduction, which of the following
examples represent the collegial school?
a. Germando Elementary Schools
b. Progress Middle School
c. Finnie Tyler High School
d. All of the above
Which of the following describes how the nondirective approach is used in
developmental supervision? The nondirective approach is used with
a. levels of expertise and training.
b. specific teachers who are at high levels of abstraction and motivation.
c. professional development training.
d. all of above.
Miller and Seller (1985) describe metaorientations, that emphasize the orientation will
be created by the curriculum development team. Which of the following approaches
and definitions are described accurately?
a. Transmission " stresses mastery of traditional school subjects through teaching
b. Transactional " focuses on personal and social change
c. Transformational - views as a dialogue between the student and curriculum
d. All of the above
In the use of listening behavior, the supervisor
a. waits until the initial statement is made by the teacher.
b. discusses his/her own goals.
c. concentrates on what is being said.
d. all of the above.
Which of the following are characteristic of effective supervisory skills?
a. Plan specific methods for teachers to use in their classrooms
b. Provide instruction from experts, who assist teachers
c. Enable teachers to reflect, evaluate and modify their own instruction
d. All of the above.
Conceptual models of adult development include the following:
a. Hierarchical stage, life cycle phases
b. Transition events
c. Role development and sociocultural variables
d. All of the these
Wolfe (1969) used humor to review methods to classify and to make evaluative
judgments. Which of the following was discussed?
a. Cosmetic
b. Cardiac
c. Colloquial
d. All of the above
Rothstein (2004) discuss how classism and racism have negative effects on the quality
of life. Which of the following supported this premise?
a. Inadequate wages
b. Substandard housing
c. Poor healthcare
d. Few educational opportunities to for poor and racial/ethnic minority students
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
James Banks (2010) created these four approaches to curriculum integration that
specifically emphasizes cultural diversity. Which of the following is not one of these
a. Level 1 " Contributions
b. Level 2 - Integrations
c. Level 3 - Additive
d. Level 4 - Social Action Approach
The supervisor describes a clear classroom goal for the teacher during the conference.
Through the observation, the supervisor becomes an information source, which will
create the goal and activities for improving the lesson. The supervisor method is called
the following:
a. Directive informational control
b. Nondirective control
c. Interpersonal skills
d. All of the above
What are some ways that culturally responsive teachers accept students?
a. Accept students as they are.
b. Develop basic knowledge and skills and critical thinking skills.
c. Assist students to choose academic success
d. Build relations in terms of personal attention that extends beyond the classroom
Techniques can be employed to build relationships and to foster non-directive
behaviors. Which can be used by the supervisor?
a. Define non-directive supervision.
b. Discuss the behaviors that are involved.
c. Share the benefits.
d. All of the above
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
Which of the question areas would be considered in leadership discussions on school
a. Questions to focus discussion
b. Questions to lend continuity
c. Questions to help the group evaluate itself
d. All of above
In nondirective supervision, the supervisor
a. is actively involved in instructional improvement.
b. uses clarifying, encouraging, reflecting, and facilitating teacher decision-making.
c. provides a roadmap for action plan, including details and steps.
d. all of the above.
Problems with school culture prohibit schools from building the capacity for
improvement efforts. Which of the following represents this issue?
a. Communication
b. Relationship-building
c. Collaboration
d. All of these
Reflective dialogue is essential to the data analysis because it enables teachers to
dialogue about
a. student learning
b. assessment
c. equity
d. school-community relation
Collaborative behaviors are effective to establish a common goal or mission for
improvement in schools. The supervisor needs to determine the level of proficiency of
his/her faculty to determine whether these behaviors are effective. Which of the
following instances establish whether or not collaborative behaviors may be used?
a. When teachers are new to the school setting
b. When teachers are functioning at moderate levels
c. When teachers have at least one to two years of grade work
d. When teacher and supervisor have approximately the same degree of expertise
Which of the following strategies do supervisors use to stimulate teacher development?
a. Consultants presentation on current best practices
b. Innovative teaching strategies
c. Decision-making teams
d. Professional Learning communities