Educational Leadership Quiz

Which of the following actions aligns curriculum and instruction to the needs of all students and promotes students' academic success?

• Promotes the use of rigorous, differentiated, and responsive instructional practices

• Facilitates the selection and implementation of evidence-based curricular resources

• Aligns curriculum, instruction responsive to the needs of all students, and assessment within and across grade levels

• Promotes the integration of technology to support curriculum, instruction, and assessment

What does an educational leader do to implement an effective system of assessment and evaluation aligned with curriculum and instruction to promote students' academic success?

• Selects and facilitates the use of appropriate assessments that are consistent with technical standards of measurement

• Monitors and evaluates the use of formative, summative, and diagnostic assessments that are consistent with technical standards of measurement to inform instructional practices

• Communicates pertinent assessment information to a variety of audiences

• Monitors and evaluates the effectiveness of curriculum, instructional practices, and assessment practices on student learning to inform instructional changes

Which of the following is a responsibility of an educational leader in managing the organization, operations, and resources?

• Implements procedures for managing school and district operations in accordance with state and federal public education policies, regulations, and laws

• Knows, complies with, and helps the school community understand legal and regulatory requirements necessary for professional practice to promote student success

• Identifies appropriate technology to improve the quality and efficiency of operations and management

• Uses appropriate and effective data-management and communication systems to guide organizational improvement

An elementary school leader is contacted by the parents of a student who broke his arm over the weekend. They are concerned that he will be unable to complete assignments because of his inability to write. The school leader can best address the parents’ concern by providing the student with services through

• temporary placement in special education

• Title I, Part A of the Elementary and Secondary Education Act

• Section 504 of the Rehabilitation Act

• occupational therapy

Ms. Sylvester, an elementary school leader, uses a classroom observation application during walk-throughs. She utilizes a feature that allows her to time stamp specific teacher and student behaviors and make notes about what she observes. Once a walk-through is complete, the application instantly sends a report to the teacher. By using the application, Ms. Sylvester primarily demonstrates a commitment to

• storing important documentation for annual teacher evaluations

• using technology to complete administrative tasks and duties

• modeling the appropriate use of observation tools

• having systems in place for providing timely feedback

A school leader in a varied community leads a school that does not currently have a parent-teacher organization (PTO) in place. The school leader prioritizes establishing a parent-teacher organization for the upcoming school year. Which of the following is a primary benefit of establishing a PTO in the school?

• The PTO will hold fund-raising events to supplement the school budget allowing for more significant purchases to be made.

• The PTO will assist the school administrators in making decisions about student activities that impact education.

• The PTO will provide a way for parents to be more involved in their children’s education and foster a sense of community between families and educators.

• The PTO will reduce the number of transient families and establish a common vision for improved attendance and achievement.

Tags

CCSS.RI.8.2

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.9-10.2

A school leader regularly meets with grade-level teams to discuss interventions for struggling students and how to provide enrichment opportunities for students who have achieved mastery. The school leader’s primary purpose for the meetings is to

• build relationships with faculty and staff members through professional discussions

• promote differentiated instruction to support varying levels of student proficiency

• ensure teachers use an age-appropriate instructional strategy in each lesson

• analyze multiple data points across classrooms that demonstrate academic gains

To best assist with the implementation of a new shared vision and action plan, the school leader should ensure that individual teachers are

• given time to meet with their departments to discuss the plan

• able to meet with district representation before accepting new responsibilities

• able to select professional development opportunities of their choosing

• given ongoing training beyond the rollout phase of the plan

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

A school leader is setting goals for student success in reading and wants to include all important dimensions of goal setting. Match each defined goal with the dimension of goal setting it best exemplifies.

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CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

A local high school plans to distribute laptops to all students for use on academic assignments and homework. Staff members express some concern about students using the laptops on campus and the potential for classroom disruptions. To best assist with implementation of the new technology initiative and address teachers’ concerns, the school leader should ensure that

• students access the Internet on the school-based network

• stakeholders are aware of the district’s new initiative

• students, staff, and parents are aware of policy expectations

• professional development opportunities address digital learning