SLLA Practice

Regarding school collaboration with key stakeholders to eliminate barriers to learning, which of the following is a valid reason for such collaboration related to mental health services.

• Most school-age children in the United States have several options for mental health services.

• Services like clinical psychiatric care are unfeasible and inappropriate in the schools.

• Students and parents are more comfortable with familiar school setting and staffs.

• Research studies find students are less likely to seek counseling services in schools.

A school leader is new to the community and attends a district school board meeting. In what way can attending this meeting best support the development of this school leader's beliefs about educational issues?

• By displaying the diverse issues and viewpoints across the unfamiliar school district

• By demonstrating the areas of disagreement within a school district

• By allowing the school leader the opportunity to learn how to run school board meetings

• By shedding light on differences between a school's vision and the district vision

Regarding family involvement in educational decision making for their children, which of these statements is LEAST accurate?

• Families are important to collaboration as their children's primary advocates

• Families are inspired to participate by the minority of families who volunteer

• Families can advocate for other families as aspects of school-based dialogues

• Families can provide service and support in developing learning communities

School leaders can institute consistent, routine, effective data-based decision making by establishing strong school cultures for data use through forming a school-wide data teams. What should this team do?

• Hold the staff accountable for data use.

• Supervise a school staff's data activities.

• Lead school staff by modeling data use.

• Provide school staff with expert advice.

A school leader surveys key stakeholders regarding the school vision and goals to learn what they believe about the purposes of education. Which set of stakeholder groups is the leader LEAST likely to survey about this particular topic?

• Superintendent, central office administrators

• Members of school board, parents of students

• Community business owners, business workers

• Students, teachers, paraprofessionals at school

To gather feedback from key stakeholders about the relationship between their opinions about the significance of education and the school's vision and goals, which of these should a school leader do?

• Develop a series of critical questions appropriate to this topic.

• Develop a few open-ended questions to stimulate discussions.

• Develop a school task force to interview all of the stakeholders.

• Develop a series of meetings wherein stakeholders discuss this.

How must school leaders help faculty and other staff with curriculum and instruction to identify and meet students needs?

• They oversee but do not participate in designing curriculum and instruction.

• They review programs regularly to determine correct implementation only.

• They help faculty and staff meet unmet needs rather than implement plans.

• They help faculty and staff identify content and practices to address needs.

Measures of the effects of school community engagement strategies include changes in the behaviors and attitudes of parents, families, community members, and students. What represents some of these impacts on students?

• Greater school achievement and fewer school behavior problems

• Greater school attendance in spite of the same school enrollment

• Greater school enrollment but not necessarily school achievement

• Greater school achievement, although not necessarily satisfaction

To engage diverse family and community members, school leaders and staff must make efforts to bridge gaps in language, culture, literacy, education and so on. Which strategy MOST addresses cultural differences?

• Having multilingual staff interpret at meetings, trainings, school events, and home visits

• Suggesting parents ask children about assignments rather than help with homework

• Assigning parent ad community rooms for teacher and other parent meetings and information

• Hiring community liaisons to help staff understand parental beliefs about education