School Prinicipal Common Skills

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The campus-improvement team in a low-performing school uses three questionnaires to gather data for making recommendations to the school leadership. One questionnaire asks students about their perception of their school experience. Another asks parents how effectively the school serves students. The third asks teachers what beliefs they hold about students. The responses in the questionnaires will be most valuable for helping the team to determine the

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factors that may be affecting student performance

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Which interview strategy should the principal use to best assess the instructional effectiveness of candidates being interviewed? Options: Asking the candidate what skills he or she possesses to ensure the success of students at the school, Providing the candidate with a lesson plan and asking how it could be improved, Requiring the candidate to reflect on an instructional goal he or she has achieved in the last 3 years, Having the candidate teach a sample lesson and then answer reflective questions about the lesson.

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Having the candidate teach a sample lesson and then answer reflective questions about the lesson.

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Mischa is a first-grade student with an orthopedic impairment who has received special education services since kindergarten. After enrolling her in a new school, Mischa's parents contact the principal to request special transportation for her instead of having her use the transportation services for nondisabled students. Which of the following principal responses to the parents' request is most appropriate?

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Informing Mischa's parents that an Admission, Review and Dismissal (ARD) meeting will be scheduled to immediately discuss the most appropriate transportation service

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When planning for the next school year, the principal and campus improvement committee must keep in mind that resources from the State Compensatory Education (SCE) program can be redirected if evaluations show that the school's program is unsuccessful in achieving desired outcomes for students who are at risk of dropping out.

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Resources from the State Compensatory Education (SCE) program can be redirected if evaluations show that the school's program is unsuccessful in achieving desired outcomes for students who are at risk of dropping out.

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In which of the following ways did Ms. Childs support Namiko's learning? Options: She established high expectations for learning and modified the curriculum to accommodate the student's current needs. She used language that is easily accessible to an English learner to ensure that the student understood what she was asking. She structured a learning environment that accommodated the student's interests so the student would feel safe and supported enough to take risks in the classroom. She acknowledged a student's lived experience and connected it to the material she was teaching to place student culture at the center of learning.

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She acknowledged a student's lived experience and connected it to the material she was teaching to place student culture at the center of learning.

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In order to support a strong school culture, a middle school principal proposes a counseling program that integrates career, character, and leadership education into classroom academic lessons. Implementing the program involves collaboration between teachers and school counselors to teach integrated lessons. After introducing the new initiative and its core principles, the teachers and counselors are ready to begin implementation. Which of the following is the principal's best next step?

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Having teachers and counselors review content standards and the program's student-learning objectives to determine appropriate lesson placement and sequence.

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Ms. O'Toole indicates that she is discouraged by the lack of understanding in the conclusions the students drew about the novel's main character. What is Mr. Ramirez' most appropriate initial response? Options: Discouragement builds perseverance and resilience; you should see this as an opportunity to reflect on the students' performance and range of ability levels. Students at this grade level must assume considerable responsibility for the success of any assignment; this prepares them to succeed in higher education. I hear you saying that you were unhappy with students' performance. We can work together to set rigorous instructional goals and identify strategies to reach those goals. There will always be students who do not understand complex concepts; we can only try to develop their thinking skills and maintain rigorous standards.

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I hear you saying that you were unhappy with students' performance. We can work together to set rigorous instructional goals and identify strategies to reach those goals.

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Ms. O'Toole seeks advice from Mr. Ramirez about how to plan the lesson for the next day, considering that many students drew inaccurate conclusions about the novel's main character. Which of the following is the best strategy for Mr. Ramirez to recommend? A. Asking students to reconsider the previous day's discussion questions during a whole-class meeting B. Using direct instruction to point out evidence in the novel that supports the dynamic evolution of the main character C. Modeling a think-aloud for students that demonstrates how to cite the novel to support conclusions D. Providing students with a scholarly commentary about the roles of the different characters in the novel

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Modeling a think-aloud for students that demonstrates how to cite the novel to support conclusions.

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Mr. Ramirez concludes that Ms. O'Toole will benefit from coaching on how to address the problem of students reinforcing misconceptions or misunderstandings when participating in independent practice. Which of the following is the best recommendation he can give Ms. O'Toole? A. Placing students in mixed-ability groups rather than same-ability groups B. Anticipating and preparing for errors that individual students or groups might make C. Differentiating the content and product rather than the instructional activity D. Providing less capable students with questions that require low-level thinking skills

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Anticipating and preparing for errors that individual students or groups might make

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Given the characteristics of turnaround schools and the indicators of success, which actions should the principal consider to best proactively address the resistant teachers? Options: A. Communicating nonnegotiable, goal-oriented expectations for committing to the schoolwide vision and establishing support structures to facilitate the change process, B. Recruiting new staff in core content areas and special education to support the learning of at-risk students, C. Planning a campus-wide incentive system to encourage resistant staff to actively promote and support campus change initiatives, D. Encouraging teachers with the most years of teaching experience to mentor resistant teachers on effective instructional strategies

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Communicating nonnegotiable, goal-oriented expectations for committing to the schoolwide vision and establishing support structures to facilitate the change process.