Q&A Hero

Q: 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.

Q: Which of the following statements are accurate in understanding qualitative observations? a. The recording instrument is considered a measurement tool. b. The collection within the instrument gives the interpretation. c. The recording of the events fits in a specific category of information. d. All of above

Q: Videotaping captures a close representation to what is happening in the classroom and the engagement of students in an activity. What method is used to collect data? a. Creating a sketch or graphic representation b. Making a collage c. Visual Diagramming d. Flowcharting teacher space utilization and movement

Q: 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

Q: Which would be accurate tool that would be used by the supervisor? a. Teacher questions " Performance Indicator Instrument b. Cooperative learning lessons " Categorical Frequency Instrument c. Student listening to instructor " Categorical Frequency Instrument d. All of the above

Q: 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

Q: Which of the following are measured by quantitative observations? a. Classroom events b. Behaviors c. Objects d. All of above

Q: Verbatim, open-ended narrative, focused questionnaire observation, and educational criticism are examples of a. quantitative observations b. qualitative observations c. summary observations d. all of above

Q: Categorical instruments, performance indicator instruments, visual diagramming and space utilization are examples of a. quantitative observations b. qualitative observations c. summary observations d. all of above

Q: Summative evaluation instruction has which of the following characteristics? a. Measures uniformity measurement. b. Developed externally. c. Uses criteria for assess competency. d. All of above.

Q: Formative observation tools are used to discern a. what is important to the teacher. b. what is important to the student. c. what is most worthy of learning. d. all of these.

Q: Formative observation means that the supervisor a. observes what is happening in the classroom. b. provides professional opportunities. c. delineates goals for instruction. d. all of these.

Q: The goal of supervision is to a. develop critical thinking b. ensure commitment to the profession c. improve classroom instruction d. all of the these

Q: What are the parts in the observation process? a. Taking notes b. Providing examples c. Describing what is seen d. Interpreting what it means

Q: Traditional planners need to change planning to include which of the following elements: a. Continuous assessment b. Alternatives for performance c. Ongoing stakeholder interactions d. Decentralized planning

Q: Conventional planning is inconsistent with many realities and competing interests in our global community. Which of the following theorist stated this? a. Chaos theorists b. Traditional theorists c. Postmodern theorist d. All of above

Q: Chaos theory states that the a. traditional plans are important to school systems. b. schools are not simple cause and effect relationships. c. complex schools work better on predictable events. d. all of above

Q: Which of the following is not the correct definition for data techniques? a. Affinity diagram clusters needs and identify broad goals. b. Impact analysis chart discusses the historical effect on the stakeholders. c. Gantt charts display graphs that describe the intermediate steps in the process. d. Force field analysis discusses the competing forces in the change process.

Q: 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

Q: 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

Q: Which would be included in a flow chart? a. Sporadic comments b. Tracking of student actions c. Response from adult (principal, student, teacher) d. Only b and c

Q: Evaluating effective professional development would include a. relevant topics regarding the program b. specific, straightforward questions c. recommendations for future programs d. all of above

Q: Poor quality for staff development include which of the following: a. Administration not present b. No teacher involvement c. Lack of understanding of school culture d. No team problem solving

Q: Contributing factors for poor planning include which of the following: a. Lack of alternatives for staff from grade levels b. Lack of choices for special teachers c. Lack of teacher choice in program d. Lack of standards in program

Q: Professional development may be ineffective because of the following exclusions: a. Weak leadership b. Lack of assessment c. Poor planning d. Inadequate support for the program

Q: Analyzing organization needs may be revealed through which of the following: a. Cause and Effect Diagrams b. Flowcharts c. Pareto d. All of above

Q: Edward Deming (1986) stated that analyzing organization needs included the a. use of data displays. b. examination of external and internal factors. c. artifacts from employees. d. all of above.

Q: Nominal group technique may include which of the following techniques: a. Round-robin organization b. Small group interaction c. Individual participation d. All of above

Q: Nominal group technique was developed by a. Weaver and Hostrop, Wilhelm b. Bruce and Grimsley c. Delbecz, Van de Ven, Gustafson d. Rand Company

Q: The Rand Corporation (Weaver, Hostrop, Wilhelm) developed the Delphi Technique to forecast trends, which may be used for the needs assessment. The supervisor uses which of the following steps in this analysis: a. Participants rank the frequency of ratings from the group. b. Participants review individual comments. c. Participants prepare a synthesis of various ideas. d. Participants tally ideas until priorities emerge.

Q: The supervisor presents the check and ranking lists to the faculty. Which of the following describe this? a. Analyze the ideas that were perceived weak in a math area. b. Show the frequency of numbers in the numerical listing. c. Delineate the final totals to the faculty. d. All of the above.

Q: Which of the following is a question type that would be found in an open-ended survey? a. What are topics that were outlined in the presentation? b. How would you analyze the given results from the achievement tests? c. What changes do you believe would improve the reading curriculum? d. What do you think about the current reading curriculum?

Q: A third " party review can offer an objective approach to assessment. Who would be considered a reviewer? a. Principal b. District Superintendent c. Department head from another content area d. University consultant

Q: Teacher and student artifacts provide data for assessors to review work products. Which is considered a work product? a Units or lesson plans b Portfolios c Creative writing d Videos

Q: 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

Q: School-wide needs assessment requires coordination. Which of the following would the supervisor use? a. Use the same observation instrument. b. Determine the types of instructional methods that were used. c. Observe classroom instruction and other common areas. d. All of above.

Q: Systematic classroom observations is defined as a. gathering quantitative data. b. acquiring qualitative data. c. unplanned visits for instruction. d. using multiple instruments for assessment.

Q: 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

Q: Planning is defined as a. deciding where you want to go. b. formulating how you will get to your destination. c. strategically deciding on the steps you will take. d. delineating the goals that are needed.

Q: Assessing is defined as a. understanding where one is presently. b. determining where you would like to be. c. analyzing where you have been. d. only a and b

Q: Researchers on adult and teacher development offer guidelines for determining a supervisory approach. Which of the following may be included? a. Supervisor's preference b. Supervisor's expertise c. Supervisor's choice of approach based upon situation d. Supervisor providing initial choice to teachers

Q: 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

Q: What are the following characteristics of teachers who are functioning at a high development level? a. Self Directed b Creative c Autonomous d Explorative

Q: Which of the following supervisory techniques may be employed with teachers at a moderate developmental level? a. Directive b. Collaborative c. Nondirective d. All of the above

Q: Teachers at a moderate developmental level exhibit which of the following characteristic(s)? a. Generate possible solutions b. Needs assistance examining all options c. Collaborates in developing a comprehensive plan d. All of the above

Q: Which of the following characteristics are described as teachers functioning at a low development level? a. Difficulty defining problems b. Abstract reasoning c. Decision-making d. All of the above

Q: The teacher or group may be categorized according to the following development levels: a. Low b. Moderate c. High d. Exceptional

Q: Developmental supervision may be the match of initial supervisory approach with the teacher's a. developmental levels b. expertise c. commitment d. All of these

Q: The supervisory approaches used in SuperVision are as follows: a. Directive control b. Directive informational c. Collaborative d. Nondirective

Q: 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

Q: Phillips and Glickman's (1991) researched peer coaching programs. Which of the following conclusions were made? a. Teachers and their mentors developed friendly relations b. Significant increase in teachers' conceptual levels c. Coaching cycle enhanced the debriefing sessions d. All of the above

Q: Which of the following conditions were described in Lois Thies-Sprinthall's (1984) research on psychological/cognitive growth? a. Balance between real experiences/discussion/reflection b. Continuous guided reflection c. Continuity d. All of these

Q: In Phase 3: Fostering Teacher Development promotes a degree of gaining new knowledge, strategies, and sharing decisions. Teachers function at higher levels of a. Instructional behaviors b. Expertise c. Consciousness d. Commitment

Q: Collaborative behaviors are based on 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.

Q: Supervisory flexibility is the ability to a. closely monitor reactions from the teachers or group. b. plan and implement approaches for different groups. c. shift gears. d. maintain the course.

Q: A rule of thumb for the supervisor to use in working on the early stages with a teacher or group. Which of the following approaches were used? a. Collaborative b. Directive c. Nondirective d. All of the above

Q: 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.

Q: Supervisors can use discussion topics to uncover the teachers' developmental process. These may include which of the following? a. Identification of classroom improvements b. Instructional goals c. Problem solving d. All of these

Q: In Phase One of the developmental supervision process, the supervisor needs to assess the teachers' levels of expertise and commitment. How is this done? a. Review teacher evaluation. b. Discuss the concepts with the department heads. c. Observe the teachers working in classroom. d. Discuss pedagogy and instruction with the teacher.

Q: Which of the following is included in the development supervision? a. Fostering teacher development b. Applying the correct approach c. Choosing the entry level supervisory approach that meets the needs of teachers d. All of the above

Q: Factors regarding teacher development influence the function of effective supervision. Which are crucial considerations? a. Collective global consciousness for continuous school improvement b. Fostering student's level of reflection, reasoning, and decision-making c. Innovative and researched based instructional behaviors d. All of above

Q: Which of the following approaches may be used if the teachers or group change in situations? The developmental supervisor must follow the a. guidelines for the levels of teacher expertise. b. conditions outlined by the researchers. c. adaptation of the supervisory behaviors to meet the group. d. all of the above

Q: 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

Q: 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?

Q: During these special circumstances of emotional responses to a problem, the supervisor should act in the following way: a. Collaborate on a plan of action. b. Listen empathetically. c. Selects the appropriate supervisory approach to problem solving. d. All of the above.

Q: Special circumstances may require supervisors to initially use nondirective behaviors, even though the initial specific criteria for teachers and group have not been meet. Examples of these circumstances may be as follows: a. Teachers are extremely emotional over the cuts in departments. b. Parents are angry at teachers' lack of communication. c. Teachers are disgruntled with administration mandates regarding work conditions. d. All of the above

Q: There is a specific criterion for a supervisor to employ nondirective behaviors initially with the faculty. These conditions are when the teachers or group is a. working together collaboratively. b. functioning a high developmental level. c. responsible for carrying out the decision. d. committed to solving the problem.

Q: When teacher or group asks for supervisor's suggestion, the supervisor should a. remember that time is essential to the conversation. b. give feedback at the beginning of the conference or meeting. c. provide ongoing recommendations to the group. d. refrain completely from giving one's own ideas.

Q: 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. equal responsibility in the results. d. all of these.

Q: 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

Q: 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.

Q: 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.

Q: Which of the following criticism has been directed towards nondirective supervision? a. Supervisors abdicate their responsibility. b. Laissez-faire supervision is seen throughout the school. c. Minimal supervision in the instructional process is demonstrated. d. All of the above

Q: The supervisor uses nondirective supervision to deal with teacher resistance in the "buy-in." Which of the following shows this? a. Supervisors have created an illusion of using nondirective behaviors. b. Supervisors gave the responsibility for the success or failure on the teachers. c. There is lack of experience with authentic nondirective techniques. d. All of these

Q: 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

Q: Nondirective supervision is a. seldom used by supervisors. b. readily used by supervisors. c. used to manipulate a group to a predetermined decision. d. all of the above.

Q: When the supervisor asks the teacher to set a time and criteria for action, he/she may use the following questioning techniques? a. How will you know it's working? b. What will be done first, next, last? c. What would happen if you did. . .? d. How would that benefit others?

Q: The supervisor asks teachers to commit to a decision and to explore possible steps to implementation. Which of the following supervisory behaviors were employed? a. Problem Solving b. Presenting c. Reflecting d. Encouraging

Q: Committing to a decision requires actions to be explored by the supervisor and teacher. The supervisor needs to emphasize that the actions are a. do-able and have resources. b. feasible implementation. c. concrete and accountable. d. all of the above.

Q: Generating possible solutions is critical to problem solving. The supervisor may encourage this process through which of the following questioning techniques? a. Which action may assist? b. What are your perceptions about this situation? c. How can we address this situation? d. All of the above