Test Bank SuperVision and Instructional Leadership 10th Edition by Glickman Carl D

Test Bank SuperVision and Instructional Leadership 10th Edition by Glickman Carl D

Part 1 – Introduction

Chapter 1: SuperVision for Successful Schools

1. Supervision, as a new paradigm, discusses collegial schools establish goals consistent with the responsibility of education in a democratic society. Which of the following topics is not included?
2. Action research
3. Curriculum development
4. Autocratic leadership
5. Strategic planning

1. In reviewing the following schools, Finnie Tyler High School, Germando Elementary School, and Progress Middle Schools, which of the following represents less structured approaches that teachers may use in their classroom?
2. Asking questions of the students
3. Allowing students to work in small groups
4. Presenting materials to the students
5. Pacing the activities according to the curriculum objectives

1. Group development includes
2. revision of curriculum
3. decision-making on mutual instructional concerns
4. building cultural proficiency
5. listening to the prominent political advocates

1. Building community involves
2. moral action
3. professional consultation
4. research based decisions
5. political considerations

1. Congenial schools are characterized by the following:
2. Teachers use teaching methods, as prescribed by the department
3. Teachers are relaxed in talking to students
4. Teachers work independently to accomplish school’s improvement plan
5. Administrators observe classrooms in a strict manner

1. Most conventional schools have
2. clear expectations for students and teachers
3. flexible schedules prepared by administrators
4. creative and cooperative approaches with students
5. informal approach to instruction.

1. According to the schools described in the introduction, which of the following examples represent the collegial school?
2. Germando Elementary Schools
3. Progress Middle School
4. Finnie Tyler High School
5. Shadyside High School

1. Active learning, student engagement, and alternative learning opportunities for those experiencing difficulties can be observed in the following:
2. Conventional schools
3. Congenial Schools
4. Collegial Schools
5. Private Schools

1. Mission, values, and goals become the foundation for
2. a covenant of learning.
3. student-led research in the schools.
4. stakeholders to be part “decision-makers” in schools.
5. creative instructional programming.

1. SuperVision requires that there is a
2. worldview, conventional paradigm, which maintains clear expectations on teachers’ behaviors.
3. conventional, congenial, and collegial paradigm seen in schools.
4. paradigm shift toward the collegial model.
5. paradigm shift away from supervision from the past.

1. Collegial model for supervision encourages the following:
2. Teachers’ work on curriculum planning that follows the standards
3. Journaling as an ongoing process for all professionals
4. Professional moral service, where students are the focus
5. Administrators’ and teachers’ step-by-step monitoring of instructional goals

1. Gordon (1997) discusses that teachers historically described instructional supervision in the following way. Which of the follow does not applies to this research?
2. Systematic approach that includes lesson plans, goals, and objectives
3. Paperwork that may must be given to the administrator on a regular basis
4. Method of evaluation that monitors instruction
5. Creative engagement of multimedia in instruction

1. Instructional supervision may be characterized as a
2. way to inspect and control, using directive supervisory behaviors.
3. method to achieve goals and objectives uniformly in schools.
4. systematic and collegial approach to improve student performance.
5. hierarchical approach to develop relationships between teacher and administrators.
6. SuperVision can be defined in the following ways. Which one does not support this concept?
7. Creating a common vision developed by stakeholders
8. Collaboratively establishing a democratic community of learning
9. Building a learning based upon moral principles
10. Establishing practices incorporating a traditional approach.

1. Research states that instructional effectiveness does not include one the following components:
   1. Action research
   2. Professional development on instruction and classroom management
   3. Ongoing curriculum development and direct assistance to teachers
   4. Approved background studies from the publishers

1. In effective supervision, the metaphor for success includes knowledge, interpersonal skills and technical skills. Which are the following pre-requisites?
2. Developmental aspects for supervisor.
3. Teacher goals.
4. Community goals.
5. Student goals.

1. Leaders need to facilitate instructional improvement through building a knowledge base, which may be defined in the following way:
   1. Adult and teacher development
   2. Understanding the norms for teacher behaviors
   3. Forecasting student achievement
   4. Connection of achievement to evaluation.

1. The new roles for supervisors and teachers cannot be characterized by

1. Heroic individuals
2. Experts on curriculum
3. Communal leadership
4. Merit recognized leader

1. Hart (1995) discusses the teacher leadership as
2. promoting a professional work setting
3. hiring teachers who specific certification
4. accepting the vision of the administrator
5. alignment of teacher competencies to district needs

1. As teacher leaders, the District needs to provide the following:
2. Write job descriptions that are created by these teachers
3. Stand-alone professional development day
4. Monitor progress by administrators
5. Rewards, such as increased salary or stipends

1. Informal teacher leadership may include
   1. involvement only at the classroom level
   2. serving in a specific content area
   3. reciprocal peer coaching or collaborative learning walks
   4. representation on the board level

1. Which of the following does not include distributed instructional leadership in communal supervision?
   1. Designated Supervisors
   2. Designated Teacher Leaders
   3. Informal Teacher Leadership
   4. Recognized Community Leaders

1. In communal supervision, the supervisor
   1. does not move from sole provider to coordinator of instructional leadership
   2. does recognize the model of teacher leadership as fluid
   3. does not understand the diverse roles and responsibilities of teacher leaders
   4. does include following the standards set by the district

1. What is the supervisory task that addresses diversity and builds communities?
   1. Prerequisites
   2. Function
   3. Cultural
   4. Technical

1. Supervisors much have technical skills in
   1. observing teacher’s instruction practices
   2. forecasting the norm
   3. predicting instructional improvement
   4. interpersonal skills

1. Moral purpose, as the foundation for supervision, requires the following premise that
   1. all stakeholders have different investments.
   2. schools promote a democratic approach for all.
   3. values, mission, and goals are stated according to standards.
   4. each culture dictates the school’s goals.

1. SuperVision denotes
   1. a standard vision about teaching and learning.
   2. making decisions on instruction by department
   3. building a democratic community of learning.
   4. enforcing best practices

Essay Topics:

1. Define what is meant by the following statement, “The supervisory glue is a metaphor for success”?
2. Explain why collegial schools are more effective as successful schools than congenial or conventional schools.
3. Topics: Assess how SuperVision is considered a new paradigm for successful schools and how can it be developed in schools?
4. Describe how teacher leaders and supervisory leaders can be unified in improving student learning.
5. Explain the ways in which supervisors can facilitate change.
6. Reflect on the role of all stakeholders (supervisors, teachers, community, and parents) in building democratic and morally responsible schools.

Exercises

Academic

1. Compare this chapter’s definition of instructional supervision with at least four definitions of instructional supervision found in other supervision texts.
2. Several recent studies and reports have cited shortcomings in U.S. public education and have called for educational reforms. After reviewing one of these studies, discuss the major educational problems the study cites and the major reforms it recommends.
3. This chapter describes two ineffective schools: Finnie Tyler High School and Germando Elementary School. For both schools, discuss at least three instructional problems likely to result from the type of supervision practiced by the respective principals. Discuss how each probable instructional problem could be avoided or better managed through more appropriate supervision.
4. Review three journal articles that deal with the tasks, roles, or responsibilities of instructional supervision. Write a summary of each article.

Field

1. Prepare five questions to be asked during an interview with a teacher leader, focusing on instructional improvement and implementation. Conduct the interview and write a brief report on the teacher leader responses.
2. Arrange to visit a school that has a reputation for being exemplary. If possible, include visits to the school office, a few classrooms, the teachers’ lounge, the cafeteria, and the school playground. Write a description of the learning climate of the school, including examples of how the type of supervision present in the school affects the learning climate.
3. Ask three supervisors and three teacher leaders to list what they consider the eight most important tasks of instructional supervision. Write a report comparing supervisors’ perceptions and teachers’ perceptions.
4. Ask two supervisors, two teachers, two students, and two parents to write one or two paragraphs on “What Makes a Successful School.” After reviewing the responses, write a report discussing and comparing the respondents’ perceptions.
5. Arrange a panel interview of four persons on the topic “What Makes a Successful School.” The panel might include supervisors, teachers, parents, students, and perhaps business and community leaders. Record the discussion on a media device.

Developmental

1. Write down any questions concerning instructional supervision that you have raised while reading Chapter 1. Refer to these questions as you read appropriate chapters in the remainder of this book.
2. Review Figure 1.1on Distributed Instructional Leadership in Communal Supervision. Discuss the important attributes needed for supervisors, teacher leaders, or informal teacher leaders.
3. Begin a file (to be kept throughout your reading of this book on knowledge, skills, and procedures gained from the text and related activities that can be used by you as a supervisor—either now or in the future—to help teachers improve their instructional performance.