EdAd 102 WFU Cluster 1 assessment

In comparison to traditional leadership, (1) teacher leadership may be a collective action, dispersed within the school environment and among people, (2) and most importantly concerned with the role and status of the leader. Statement (1) is:

• True

• False

In comparison to traditional leadership, (1) teacher leadership may be a collective action, dispersed within the school environment and among people, (2) and most importantly concerned with the role and status of the leader. Statement (2) is:

• True

• False

Ms. Santos is a newly hired English teacher at Barangka National High School. As the planning for the English month starts, the head teacher assigns her to lead the whole department for the upcoming event. Through the days, she notices that other English teachers do not talk to her with regard to the activity, and she often sees them talking with other established and tenured English teachers on their own. This scenario is an example of an organizational barrier in teacher leadership.

• True

• False

Generating support to teacher leaders has been found to be pivotal in teacher leadership development. Supporting teacher leadership in schools therefore has a number of important dimensions, mainly: (1) Teacher leaders should focus on flourishing their emotional approach rather than good interpersonal skills; (2) Time needs to be set aside for professional and collaborative work; (3) Teacher leaders need opportunities for continuous professional development in the form of trainings and seminars in order to develop their role. Statement (1) is:

• True

• False

Generating support to teacher leaders has been found to be pivotal in teacher leadership development. Supporting teacher leadership in schools therefore has a number of important dimensions, mainly: (1) Teacher leaders should focus on flourishing their emotional approach rather than good interpersonal skills; (2) Time needs to be set aside for professional and collaborative work; (3) Teacher leaders need opportunities for continuous professional development in the form of trainings and seminars in order to develop their role. Statement (2) is:

• True

• False

Generating support to teacher leaders has been found to be pivotal in teacher leadership development. Supporting teacher leadership in schools therefore has a number of important dimensions, mainly: (1) Teacher leaders should focus on flourishing their emotional approach rather than good interpersonal skills; (2) Time needs to be set aside for professional and collaborative work; (3) Teacher leaders need opportunities for continuous professional development in the form of trainings and seminars in order to develop their role. Statement (3) is:

• True

• False

Mr. Reyes has found that the Grade 6 students whom he currently teaches are not proficient enough in Mathematics after administering a Mathematics Achievement Test. With this, he suggests a couple of different ways to their department head on how teachers could further bridge the learning gap, looking outside the systematic approach of the Mathematics curriculum guide provision. However, the head teacher did not approve, stating that the curriculum guide shall be followed accordingly and in an absolute manner. This scenario is an example of an organizational barrier in teacher leadership.

• True

• False

Teacher leadership has been defined in many different ways. Among all of these definitions, common denominators are found, which state that teacher leadership is fluid, emergent, and a shared collective.

• True

• False

Teacher Kevin witnessed that his area coordinator gave corporal punishment to one of the students, but he did not report this incident to the authorities for fear of reprisal from the said coordinator. Which dimension of the teacher’s agency is affected in the situation?

• Iterative

• Projective

• Practical-evaluative

Because of low rates of reading comprehension among some students, Teacher Beverly allocates one hour of her weekends for her emergent reader students to teach them basic literacy skills as she has high hopes for their progress. Which dimension of the teacher’s agency is affected in the situation?

• Iterative

• Projective

• Practical-evaluative