Q&A Hero

Q: Teachers become skeptical of the supervisor's interest when there are a. rhetorical comments made by the supervisor. b. incessant interjections. c. artificial or mechanical reflections. d. all of these.

Q: Comprehensive summarizing permits the teacher to a. pause in the discussion. b. "mentally" stand off from himself or herself. c. continue to express his/her opinions. d. all of the above.

Q: The supervisor uses paraphrasing when a. he/she is uncertain of what the teacher is saying. b. the teacher has come to a halt in his/her thinking. c. you would want the teacher to affirm or reject the statement. d. all of the above.

Q: "Well, let me see if I can summarize what has been said so far." This is a way in which the supervisor may summarize what he/she has heard in the discussion. The supervisor is using which of the following behaviors? a. Listening b. Clarifying c. Presenting d. Reflecting

Q: The supervisor praises the teacher thinking and sharing of examples that will identify the components of the problem. Which behavior builds this trust and relationship between them? a. Encouraging b. Presenting c. Standardizing d. Negotiating

Q: The supervisors use questions to gather additional information for the underlying problem. Which of the following statement(s) are illustrated by the supervisor's clarifying behavior? a. I think you are saying. . . b. Do you mean that you are really concerned about the student? c. I like that idea and believe that this will work. d. Have you thought about relaxation techniques for students?

Q: Understanding the issue is an ongoing process that occurs throughout the problem solving between supervisors and teachers. The supervisor uses a reflective behavior in which of the following: a. To understand the initial problem b. To paraphrase understanding of the teacher's message c. To restate the teacher's plan d. All of the above

Q: 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.

Q: The role of the supervisor in nondirective behaviors is to a. assume responsibility for the final plan. b. ensure that wise thinking is included in the decision-making. c. assist the teacher to develop his or her action. d. ensure that the teacher develop his/her thinking.

Q: The behaviors that are part of the nondirective continuum are as follows: a. Listening b. Directing c. Negotiating d. Problem solving

Q: Nondirective supervision is based on the assumption that teachers a. know how to make instructional changes. b. have ability to process alternatives. c. can act on his/her own for what is best for the students. d. all of the above.

Q: How does the supervisor determine whether the solution was acceptable to the teacher, group, or the supervisor? a. Review the process of collaboration b. Gather feedback from all stakeholders c. Understand conflict d. Monitor results

Q: The supervisor's critical reflection ensures his/her process in developing strategies for faculty interaction. Which of the following should be considered in the type of reflection? a. Equal decision-making b. Individual decision-making c. Verification that teacher or group was part of decision-making process d. All of these

Q: The supervisor moves gradually from collaborative behaviors toward nondirective behaviors after the following considerations: a. Increasing expertise b. Developing problem-solving capacity c. Motivating d. Sharing in decision making

Q: Collaboration works when the teacher and supervisor are a. individually committed to specific sections of responsibility. b. held accountable for showing results. c. both committed to solving the problem. d. all of the above.

Q: 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.

Q: Teachers may demonstrate a lack of collaboration through a. refusing to disclose their intentions b. lacking trust that the supervisor will follow through on collaborative decisions c. believing that the supervisor is telling me what to do d. all of these

Q: One difficulty that may occur in collaborative supervision is the teacher's mistrust of the supervisor's intentions. Teachers may say that this is the supervisor once again telling us what to do. What are some ways that the supervisor may deal with this difficulty? a. Confront the issue b. Ask the teacher whether or not this is his or her opinion c. Directly move forward with the plan d. All of these

Q: 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

Q: After several department meetings regarding the new reading intervention class were held, the supervisor and teachers finalized acceptable plan of action, which would incorporate instructional strategies and assessment. The supervisor attended to the detail of time, place and follow-up. Which of the following supervisory behaviors were needed to effectively move forward in this process? a. Standardizing b. Problem Solving c. Negotiating d. All of these

Q: The district has mandated that a reading intervention class for struggling students should be established in the middle school at the start of the new school year. The supervisor meets with the reading department to encourage ways to incorporate strategies within this new class. The supervisor reassures the teachers to exchange discuss genuinely their ideas. In this process, the supervisor uses which behavior? a. Reflecting b. Presenting c. Encouraging d. Reinforcing

Q: "Let's both think about possible solutions to this issue." The supervisor and teacher are able to work collaboratively in the process of a. clarifying b. problem solving c. listening d. all of these

Q: The supervisor states "Could you repeat what you think I"m trying to say?" The teacher is able to understand the supervisor's insights into the problem. This exchange verifies the understanding between the teacher and the supervisor and it is called a. reflecting b. negotiating c. clarifying d. directing

Q: 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

Q: Mutually understanding an issue, the teacher and supervisor checks in for accuracy of their observations and clarifies each of their perceptions. The supervisor summarizes the teachers' statements. Which of the following did the supervisor demonstrate in this summary? a. Negotiating b. Directing c. Standardizing d. Reflecting

Q: The teacher responds to the inquiry regarding student issue in the auditorium and shares his/her observations. The supervisor checks for the accuracy of the teacher's statements and paraphrases what has happened. The supervisor then checks in with the teacher. The supervisor used which of the following collaborative behaviors? a. Clarifying b. Listening c. Encouraging d. Reflecting

Q: The supervisor demonstrates a range of nondirective behaviors when he/she wants to understand the teacher's perceptions. Which of these cues used by the supervisors? a. Eye contact b. Paraphrasing c. Asking questions d. Allowing teacher to continue talking

Q: The supervisor strives to understand the teacher's perception of any problem. For example, students were disruptive in the large group assembly. Since the teacher was the primary supervisor in that section of the auditorium, the supervisor wanted to establish appropriate protocols to be used for students' behaviors. Which of the following behaviors did the supervisor use? a. Presenting b. Reflecting c. Listening d. Encouraging

Q: 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

Q: Which of the following represents the continuum of collaborative behaviors? a. Listening, Clarifying b. Clarifying, Encouraging c. Reflecting, Presenting d. All of these

Q: The supervisor uses collaborative behaviors in a. resolving a problem that is shared equally with the teacher. b. establishing an agreement on the course of action. c. stating the classroom instructional goal for the teacher. d. naming the problem that the teacher needs to address in classroom management.

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. shared responsibility in the results. d. all of these.

Q: Supervisors use reflective inquiry in his/her use of directive control informational behaviors. Key factors that influence the supervisor's decision-making include which of the following: a. What type of technical language do I use with the teacher or the overall environment? b. What type of choice for alternative actions do I give to my teachers? c. Have I considered the unanticipated consequences in using this approach? d. Is this directive informational approach working well with the teacher or do I need to consider other approaches? e. All of these

Q: 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

Q: Grainer (1967) stated that directive informational behaviors revolve around what factors? a. Expertise b. Confidence c. Credibility d. Limited Choice

Q: The supervisor extends resources and professional development on cooperative groups, which will enable the teacher to use these strategies in the classroom. The teacher will be required to use these resources and attend this training. What type of supervisory behavior was illustrated in this example? a. Directive Control b. Collaborative c. Directive Information d. All of these

Q: The supervisor and teacher discussed the action plan and goals that would be implemented in the next few weeks. The supervisor used the following statement: "Do you have any questions concerning these action plan and the accompanying goals?" a. Directive Control b. Collaborative c. Directive Information d. All of these

Q: The supervisor stated, "I will be scheduling another observation to review your cooperative group strategy in three weeks." This statement is an example of the following: a. Directive Control b. Collaborative c. Directive informational d. All of these

Q: "In my own teaching, I"ve found that I need to use a range of instructional strategies to improve student learning. These teacher strategies need to be placed in your lesson." Which supervisory behavior was illustrated by the supervisor's explanation? a. Collaborative b. Directive Informational c. Directive Control d. All of these

Q: The supervisor may use directive information statements as a a. judge or police officer giving directives. b. physician giving expert advice to a patient c. attorney giving expert advice to a client d. All of these

Q: During this ending section of the conference, the supervisor asked the teacher to restate the goal, describe the activities, and determine the criteria for student progress. The supervisor also states the next observation time. Which supervisory behavior was used in this final step-Step Ten? a. Clarifying b. Reinforcing c. Standardizing d. All of these

Q: 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

Q: Step Two and Step Eight requires the teacher to provide input into the goals that were created by the supervisor. The supervisor may ask the teacher to choose which solution or combination that would be used to enhance instruction. Which of the following supervisory behaviors was used in this step? a. Presenting b. Reinforcing c. Clarifying d. All of these

Q: Step Seven delineates the final choices that the supervisor has described as the final choices for the teacher to use in the classroom. Which supervisory behavior was used in this step? a. Standardizing b. Directing c. Presenting d. All of these

Q: After the listening to the alternatives presented by the supervisor, the teacher was asked to provide input during Step Six. The teacher may offer to further clarification on the student behaviors in the classroom or may react to the supervisor's suggested alternatives. During this process, the supervisor use the following behavior: a. Listening b. Clarifying c. Reinforcing d. All of these

Q: During Step Five, the teacher can then judge, consider, and respond to the supervisor's alternatives. Which of the following supervisory behavior was illustrated at this point in the conference? a. Presenting b. Listening c. Directing d. All of these

Q: During Step Four, the teacher shared the reasons for the lack of student engagement with the supervisor, who mentally determines a plan to explain alternative solutions. Name the supervisory behavior that is used in this example. a. Directing b. Problem Solving c. Directing d. All of these

Q: In Step Three, the supervisor determines if the teacher is in agreement with naming the problem and the type of improvement that has been discussed in the planning conference. The supervisor wants to understand the perceptions that are held by the teacher. Which supervisory behavior is being demonstrated? a. Listening b. Directing c. Clarifying d. All of these

Q: 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

Q: 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

Q: 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

Q: Supervisor may use directive control when a teacher or group a. is highly functioning in development levels b. is not committed to resolving an issue c. is accountable for the decision d. All of these

Q: Supervisor may encounter the following issues in directive control: a. Power b. Authority c. Need to right d. All of these

Q: Supervisors use reflective inquiry in his/her use of directive control behaviors. Which are the key factors that influence the supervisor's decision-making? a. Are the teacher developmental levels low enough to warrant this approach? b. How will the long term professional relationship be affected through this approach? c. How will teacher decisions-making or actions move away from this approach? d. All of these

Q: Directive Informational Behaviors occurs during the long-term supervisory situations and building relationships between the supervisors and the teacher. This shift from directive control to directive information behaviors is shown when the a. supervisor is trying to stabilize the situation b. supervisor supports the teacher or group c. supervisor utilizes teacher input in the decision-making d. supervisor encourages the teacher to assume some responsibility

Q: The guidelines for the use of directive control behaviors include which of the following: a. when supervisors is totally accountable b. when teachers lack the skills that are needed c. when the supervisor needs to raise awareness of the critical importance of impacting students' learning d. All of these

Q: 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

Q: In the final processing with the teacher, the supervisor will want the teacher to summarize what he/she has heard and what he/she will need to do. What supervisory behavior is used during Step Eight? a. Clarifying b. Standardizing c. Reinforcing d. All of these

Q: In Step Seven, the supervisor states, "I am going to provide a literacy coach, who will assist you in understanding the strategies to promote more student engagement in comprehension. This coach will be in your classroom every Tuesday for the next three weeks." Which supervisory behavior is illustrated in this step? a. Problem solving b. Standardizing c. Direction d. All of these

Q: The supervisor asks the teacher for input into the solution during Step Two and Step Six. For example, the supervisor may state, "It is expected that you increase your student achievement in the area of literal comprehension and share the data for this performance. In what ways would you share the evidence for your students' performance?" Which supervisory behavior was displayed during Step Six? a. Problem solving b. Standardizing c. Clarifying d. All of these

Q: During the conference, the supervisor states the solution by stating the following: "If parents say you do this, they would do . . ." Which supervisory behavior is used during Step Five? a. Problem Solving b. Clarifying c. Directing d. All of these

Q: Mentally determining the best solution, the supervisor weighs the many options available to the teacher. Step Four would be called the following: a. Problem Solving b. Standardizing c. Directing d. Encouraging

Q: In Step Three, the teacher may respond to her use of technology in this way, "I have difficulty with the use of the Smartboard in my classroom." Which behavior does the supervisor display in this exchange? a. Clarifying b. Problem Solving c. Directing d. Listening

Q: In Step Two, the supervisor enables the teacher to give his/her feedback regarding the problem. Name the supervisory behavior that was employed in the Step Two. a. Encouraging b. Clarifying c. Reinforcing d. All of these

Q: 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

Q: The supervisor uses a strategic method to review the teacher's program. What are the components of this method? a Gather information from observation b Identify the problem c Tells the teacher what to do d Provides an explanation of why the suggestions will work

Q: 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

Q: The supervisor can reach conclusions regarding self perception through the following means: a. Analyzing the professional characteristics b. Analyzing the skills that are used in communication c. Analyzing the individual assistance that is given to the teacher d. Analyzing school wide strategies

Q: Cognitive dissonance may be resolved in the following manner: a. The supervisor may dismiss the other information as erroneous. b. The supervisor may accept the source of information rather than perceiving it as dissonant. c. The supervisor may change his/her behavior after gathering feedback from others. d. All of these

Q: 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

Q: The purpose of understanding the Johari Window for supervisor is as follows: a. Be aware of what we are modeling for our teachers b. Determine the ways we want our teachers to be perceived c. Understand our own behaviors and the effect on others d. All of the above

Q: If both the supervisor and teachers are unaware of actions that are taken in public, this represents which of the following window in the Johari Window? a. Private self b. Public self c. Blind self d. Unknown self

Q: When a supervisor thinks that he displaying a listening behavior, but the teachers state that the supervisor failed to listen. Which is the example of the windowpane within the Johari Window? a. Private self b. Public self c. Blind self d. Unknown self

Q: John Luft created the Johari Window as a means to identify what individuals know and do not know about their actions. What are the windowpanes within the Johari Window? a. Public b. Unknown c. Blind d. Private

Q: Which of the following would determine a valid assessment of the perception of the supervisor's skill(s)? a. Request that teachers tell him directly what they think of his skills. b. Gather information from a group of teachers in a team meeting. c. Give an anonymous survey to teachers and ask them to respond using a numeric scale to the administrative skills d. All of above

Q: A supervisor may discuss ways in which instructional improvement can be enhanced during a conference with a teacher. Which of the following approach is not used for a specific outcome during the conference? a. Nondirective approach " Outcome: supervisor-assigned plan b. Collaborative approach " Outcome: mutual plan c. Directive information " Outcome: supervisor-suggested plan d. Directive control " Outcome " supervisor-assigned plan

Q: When supervisors tell the teacher what will be expected, give the time and criteria of the expected outcomes, and discuss the consequences for non-action, the supervisory behavior is called a. directive control interpersonal approach b. collaborative interpersonal approach c. direct informational interpersonal approach d. all of these

Q: The supervisor may use the directive informational interpersonal approach when there is a. more responsibility on the teacher to make a decision. b. joint responsibility shared by the supervisor and teacher. c. direction to use alternatives by the teachers, teacher choice, and teacher/supervisor state the expected outcome. d. All of these

Q: 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

Q: 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