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WorksheetsSLLA 6990
Total questions: 133
Worksheet time: 4hrs 26mins
The teachers each brought writing samples from their students to the meeting. The principal should advise them take which of these steps first toward instructional improvements?
Use the samples to identify students needing remedial instruction
Perform an analysis of all writing samples and give scores to each
Review all of the writing samples and identify and group student needs
Identify samples for use as benchmark examples next school
Following the initial meeting, the new principal What conduct observations of each 4th grade teachers classroom instruction. What should the principal mainly focus on in terms of improving students state standard rides ELA test?
Whether teachers are aligning lesson's objectives with state grade level ELA standards
Whether teachers or incorporating instructional strategies for diverse student
Whether teachers are implementing their lesson plans as written in classroom activities
Whether teachers are aligning lesson objectives with materials and teaching strategies
The principal wants to assist the teachers in identifying the best instructional strategies to augment their students ELA achievement. Which of the following pairs of data sets with most inform this assistance
4th grade students' reading levels; 4th grade E LA instructional schedules
Demographic information on the students; the vision statement for the school
4th grade teachers years of experience; 4th grade teachers educations
Students stand the rise test data, disaggregated; state grade-level ELA standards
A principal wants to develop a new school vision and goals associated with that vision. What applies most about implementing these
The principal must ensure that vision and associated goals are all measurable
The principal must differentiate measurable versus nonmeasurable vision and goals for every student
The principal must ensure vision and goals, revver than expectations are measurable for all students.
The principal must develop vision and goals, and school staff must develop an implementation plan.
Regarding schools vision, mission come and related goals, the school leaders responsibility is to ensure these are congruity with which levels of education policy?
With only this school and district
With only school, district, and state policies
With only federal and state level policies
With school, local, state, and federal policies
A school leader service key stakeholders regarding the school vision and goals to learn what they believe about the purpose of education. Which set of stakeholder groups is the leader least likely to survey about this particular topic?
Superintendent, central office administrators
Members of the school board parents of students
Community business owners
Student, teachers, Paraprofessionals at school
To gather feedback from key stakeholders about the relationship between their opinions about the significance of education and schools 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.
To implement the school vision and purpose the school goals, how should a school leader best invite others to share these commitments?
Identify only members of the school staff with common perspectives to
Identify members of school and community with common perspectives to attain consensus
Identify school and community members with diverse perspectives to assure representation.
Identify only members of the school staff with diverse perspectives to implement equitably.
What does research show about school leaders distributing leadership responsibilities for implementing a school vision and goals.
The most effective leaders are found to influence student achievement in school efficiency directly.
Today's schools cannot be led by when principal without significant participation of other educators.
The traditional model of single, formal leadership exists because teachers lack a principal's expertise
Educational programs developed by one principle are easier for principals who follow to maintain.
S part of an overall school reform initiative a principle makes a plan to distribute leadership among educators and other stockholders for implementing school goals. Which research findings exist to inform this decision?
Distributing leadership improves professional development but nothing else
Educational reform changes demand effort requiring a few superior leaders
The capacity building needed for school improvement limits
School reform initiatives all share implicit distributed leadership in common
Which statement is most accurate and complete regarding school leader skills for promoting staff communication in collaboration in problem solving toward school improvement and reform to realise school vision and goals?
School leaders communicate school vision and goals to stake holders, which suffices.
School leaders evaluate staff leadership abilities and select those with the best skills.
School leaders use consensus building and group process skills in facilitating reform.
School leaders evaluate staff collaborative skills and select those with the best skills.
To assess and monitor progress toward school goals which types of assessment would be most indicated for measuring student analytical and critical thinking and communication skills?
Performance assessment journals
Standarized test of achievement
Extended student group projects
Teachers observations of student
Which of the following is the most effective strategy for a principal to communicate the school vision to school personnel?
Morning announcement
Sending daily emails to staff
Attending community events
Meetings in one way format
For a school principal to assess the effectiveness of his or her strategies to communicate the school vision, which method would be most informative
Separately ask a group of students and a group of parents what the vision is; see if answers align.
Separately acts teachers and a group of parents to state the vision, and compare their answers.
Separately ask different members of the school staff to articulate the vision, comparing responses.
Separately ask an educational leader, student, teacher, and parent the vision; see if answers align.
A principal forms and helps train a school vision oversight team before involving the whole faculty in developing a school vision statement. What best describes the primary purpose of this team?
To draft division because most schools faculties are too big to be productively involved
To introduce the concept engage faculty in writing a vision and synthesising all their input
To represent the school leadership team on a smallie level by delegating some members
To represent All school department staff, including those who are not already educational leaders
School leadership experts have observed that many available forms of school data can be more significant for informing and guiding the school vision than the kinds of data educators tend to think of automatically. Which choice represents this default assumption that can exclude of valuable data
Standarized achievement, state, local common, AP and Ib test results.
Data that measures rate of student attendance, absence, and tardiness.
Rate of attendant, absence, and turnover of grade are department staffs
Student extra curricular enrolments and incidentd and depositions in discipline
To address inherent barriers like staff fear of the unknown and resistance to change school principals benefit from knowing common kinds of inner dialogues employees experience around school vision development for listening to invalidating their thoughts. What do school personnel typically acts themselves about this change process?
Not what is needed for division but if they will be able to live with and support it.
If they believe day and school can realise the vision rather than it they believe in it
Whether day will be able to continue their instructional practices along with why or why not
What the vision will expect and how their lives will change more than practice continuity
A principal assembled a school vision oversight team and provided them with a variety of school data for background knowledge. The team is ready to engage school staff in developing a new school vision. Faculty members review current vision statement, examples of others vision statements, and school data. The team divides staff into groups with discussion questions; for example, "what kind of school do we aspire to be?" What other questions would apply?
"How is our school just the same as any other school?"
"what do we think our vision statement should reflect?"
"what should we keep on doing to realize this vision? "
"what is the evidence we are meeting the current vision?"
Relative to developing insisting a clear school vision and learning goals which choice correctly describes document practices of effective school principals?
They protect educators instructional time via minimizing disruptions
They set aspirational goals that they do not expect everyone to meet.
They have a clear vision for the school in always focus on one vision.
Then sure continual progress monitoring regardless of school goals.
The research literature about school principals roles in realizing the school vision and goals, and aligning instruction with the vision and goals, affords which of these conclusions?
Principles with more effective schools focus on learning rather than on school improvement
Principles with high cheating schools have more confidence in teachers than in themselves.
Principles with effective schools delegate the roles of shoring instructional quality to
Principles with high cheating schools communicate to all stakeholders that learning comes first.
To create a culture of high expectations for students some school leaders and teachers have instituted "no zeroes" grading policies wherein students received progressive interventions in new due dates to achieve at least 70% on assignment instead of 0% the first time. What best reflect students outcome
Far fewer students received F grade
Missed assignments remained equal.
More students received a D grade.
More students received extra help.
Research into achievement gaps in suburban schools known for excellence found which of the following about students from racial and ethnic minority groups?
Black and latinos students spent less time on homework and completed homework less.
Researchers attributed differences in grade and homework to motivation and effort.
Asian students had higher grades in finished more homework by spending equal time period
Researchers attributed grade and homework differences to school and home support gaps.
The Tripod project and other research base initiatives to close achievement gaps have identified aspects of student engagement. For example, when teachers help them consolidate new learning, students are prepared for the future. Among other aspects each described here as opposing pairs leading to success or failure, which is incorrect?
Trust and interest versus mistrust and disinterest
Autonomy of students verse control by teachers
Ambition in learning versus ambivalence toward it
Industry versus disengagement or discouragement
Among guidelines for school leaders to embed standards based professional development PD into teachers jobs which pair is described accurately
Effective PD is student centred teachers are actively involved in the learning process.
Job embedded and school based PD is on site teachers independently problem solve.
PD is supported and ongoing; teachers must know practical applications not theories
Pd is part of distrist- supported systematic reform; it must cover new unstudied trends
In steps for school leaders to take to develop professional learning communities for identifying instructional practices to augment student learning the first is that school leaders and faculty endorse the school purpose of high level learning for every student. Which of the other steps is represented correctly here?
School leaders form staff teams whose members collaborate in accomplishing diverse goals.
School leaders assign teams to develop, not a minister, assessments nor design curriculum.
School leaders and staff teams identify both exemplary and struggling teachers and students.
School leaders let staff teams develop coordinate intervention plans but do not participate
The national PTA identifies factors promoting family school involvement as a critical form of stakeholder collaboration. Which factors is/are more the responsibility of school leaders than the collective responsibility of school leaders, faculty, and staff?
Supporting the parenting skills of the parents or guardians of the students
Actively participating in student learning in supporting parents to do this
Encouraging students parents to become partners for school decision making
Community outreach encouraging family volunteers and serving on PTA
How can attending district school board meetings most help a school leader who is new to a school community in both informing the leader and promoting leader willingness to change positions or beliefs about educational issues?
By discovering how diverse the new school district is
By witnessing how school boards accentuate diversity
By seeing how school differences correlate to distance
By reading how districts are manged just like schools
As school leader responsibilities have increased, distributing leadership has become more important. Distributive leadership can have addictive or holistic forms. Which of the following is correct about these?
In addictive form, collective work by all leaders adds up to more than the sum of its parts.
In the holistic form, every organizational member is a leader, regardless of his or her interactions.
In addictive form, all organizational leaders must "sink or swim" together, not separately.
In a holistic form, interdependent leadership among organizations members is emphasized
Regarding how school leaders involved students appropriately in school improvement teams and processes, which of the following is true?
Planning school wide forums is always a school leaders job
Some students have conducted school wide survey research.
Students have never participated in hiring any school leader.
Students testifying in state legislators is against the law
Which of the following things can school leaders do to give teachers a safe environment for expressing their ideas?
Giving critical feedback about unusual ideas they express
Scheduling regular, brief meeting times for original ideas
Taking care not to let teachers undermined their authority
Asking them how "safe" differs for teachers versus student
What have researchers found about the roles of school leaders relative to teacher risk taking?
Principals who follow traditional authoritarn approaches receive more respect from teachers.
When principals allow more freedom in curriculum design, teachers missed their leaders control.
Teachers attribute their success to empowerment by principals who give freedom to take risk.
Researchers find that to meet student needs school leaders must minimise teacher risk taking.
Regarding strategies that principals can use to give teachers effective feedback, which is true?
Principals will make feedback fresher for teachers by delivering good unexpectedly.
Principals should give feedback unrelated today or expectations or teacher goals.
Principals enable perspective by delaying feedback after classroom observation.
Principals convey criticism best following strengths and by requesting solution.
Educational research into collaborative data analysis has identified 4 areas. Which of these areas involves the process of exploring learning standards goals in definitions
Calibration
Student data focus
Educator engagement
Support of technology
Among standards informing effective professional development (PD) for teachers, which is/are most characteristic of strong school leaders?
Valuing ongoing learning, promoting continuous improvement, and inquiry, collaboration, and problem solving
Realizing good PD's value, promoting teacher participation, and communicating PD benefits to stakeholders
Human, financial, and temporal contributions allocations coordination; and investment returned assessments
Rigorous analysis of varied, disaggregated student data for proficiency
Which of these is not one of the purposes of rigorous and relevant curriculum design?
To challenge educator are views on how students learn
To incorporate instructional skills of the teacher
to impose a structure on existing instructional goals
to incorporate new and different instructional goals
Among tenants of the philosophy of differentiating instruction that are compatible with standards based instruction, which is described correctly here?
The Zone of Proximal Development enables optimal learning.
Design learning opportunities are superior to natural ones.
Achieving prior knowledge enhances relevance not learning
Sense of community aid social, not academic, development.
A high school teachers algebra 2 class includes some students learning independently some progressing as fast as she could teach them, and some lacking prerequisite skills for the course. The teachers dual goal is to help every student acquire a solid grasp of math mathematics and also passed the standard exam. Which of the following practices help her achieve this?
Letting students discover curriculum skills to master instead of telling them
Devoting most small group instruction time to students needing more help
Dividing classroom time among varied instructional groups and activities
Focusing on introducing new concepts rabbit in prior student knowledge
Regarding data collection, recording time and submission for monitoring student progress and relating it to state assessments, which school leader responsibility to help faculty is most accurately described?
Deciding how often, and to whom teacher submit data
Ensuring teachers collect data periodically, for example, quarterly
Having faculty aide one another with data recording forms
Applying state assigned rubrics to assessment for faculty
How most school leaders help faculty and other staff with curriculum and instruction to identify and meet student needs?
They oversee but do not participate designing curriculum and instruction.
They review programs regularly to determine correct implementation only period
They help faculty and staff meet unmet need rather than implement plans period
They help faculty and staff identify content and practice to address need.
when school principals collaborate with others who else should be involved ?
Curriculum specialist and professional personal
Curriculum specialist, professionals, and board members
The students and schools professional personnel
school professionals and members of the Board of Education
What best describes knowledge of instructional practices that school leaders must have?
Helping teachers learn new methods but not predicting how long it will take
knowing that the time effective planning takes regardless of number of students
implementing new approaches, more importantly than networking teachers
knowing that I'm effective planning takes according to the levels of content
Which of the following applies to both horizontal and vertical curriculum alignment?
Teaching the same content across all classrooms on the same grade levels
Teaching content aligned with state or district assessments and standards
Teaching to minimize achievement gaps through standardizing education
Teaching across successive grade levels including preparatory scaffolding
School leaders should regularly review and analyze teachers learning objectives, assessments, progress, and achievement data collection and use their analyses to determine which of the following?
How well these elements align with one another with and across grade levels and curriculum
How well these elements align with state or national standards rather than with one another
How was these elements align with one another within grade levels rather than across level
How will these elements align with one another across grade levels instead of curriculum
To assist teachers with integrating technology into instruction, which should school leaders do?
Lead teachers first encourage student technology use for enhancing research skills
Lead teachers to avoid legal and ethical technology as outside their scope
Lead teachers to encourage student concept comprehension before using technology
Lead teachers to target technology skills and content quality without differentiation
School leaders can organise teachers into data inquiry teams to identify and address student academic need. What accurately describe something school leader should direct these teams to do?
Develop action plans according to data analyses.
Support the implementation of the action plans.
Analyze data from summative assessments only.
Analyze data by classes, not individual students.
What best reflects research findings about factors influencing school achievement gaps?
School curriculum and resource correlate with student achievement more strongly than socioeconomic (SES).
Student SES correlates more strongly with student achievement than school curriculum does.
SeS correlates more strongly with with achievement than scholol resources
Student achievement correlates more strongly with SES and school resources thN curriculum
Which of these is recommended for school leaders to plan classroom visit effectively for giving teachers useful observational feedback?
Completing a check list during every classroom visit
Giving teachers individual, not collective, feedback
Making walkthroughs to give summative feedback
Using citic's to give individual teacher feedback
Expert advice school leaders to create a clear vision for the best use of school wide student achievement data and to communicate this vision. What else do they recommend for using these data?
School leaders should institute supports to develop a data driven school culture.
School leaders should instruct faculty, not students, to understand and use data.
School leadership develop and maintain data systems specific to the school.
School leaders should separate data from the cycle of continuous improvement.
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 team. What should this team do?
Hold staff accountable for data use.
Supervise a school staff data.
Lead school staff by modelling data use.
Provide school staff with expert advice.
Among classroom assessment principles that school leaders must know for effective collaboration with teachers, which choice is most representative?
A few specific assessment instruments are error free.
Authors and users typically overestimate testing errors
Assessment reliability applies to test, not test scores.
Good assessment is valid, reliable, ethical, and fair.
Among school leader responsibilities for managing daily school facility operations, which is most likely to involve district support for hiring expert consultant to address contemporary issues?
Managing the food service in the school
Managing school environmental quality
Managing school transportation service
Managing custodial services in a school
Regarding school buildings and grounds maintenance, for which of these are school leaders directly responsible for?
Inspection and maintenance procedures development
Allocation of budget for inspection and maintenance
Inspection and maintenance schedules development
Preventive maintenance procedures implementation
Leadership is one of the factors identified by research as instrumental in implementing school wide technology adoption. This includes multiple roles for school leaders. Which set of responsibilities is associated with the role of learning organization leader?
Making change a priority, supporting and encouraging teachers endeavours
Making sure that teachers have what they need to meet goals for change
Setting high learning and collaborative standards as conditions for change
Leading initiative, resolving problems, in providing learning opportunities for faculty
Any schools exceptable use policy AUP for classroom Internet technology, which section is most likely to cross reference or even duplicate the general school disciplineary code?
Violations and sanctions
Acceptable uses
Unacceptable uses
Policy statement
What is most true about how school district personnel and school leaders plan school budgets
They can predict employee benefits expenses more easily than salaries.
Estimating next year's budget expenses excludes any emergency funds.
Districts issue school budgets for leaders without enrollment numbers.
School budget on necessary and costly expenses for transportation.
Researchers have identified which is essential findings about how school leaders recruit, assign, developed, and retain highly qualified teachers?
Effective the schools avoid hiring good teachers from other schools
Effective schools assign new teachers preferentially to students
Effective schools improve teachers more but at the same speed.
Effective schools retain superior faculty more than other schools
To develop staff leadership skills that advance the school vision, which activities that school leaders can ask staff members to participate in fall into the category of helping staff increase their skill and knowledge bases?
Serve on school leadership teams, lead faculty study groups, help on school improvement projects, and lead curriculum planning committees.
Help screen and interview job applicant, attend district meetings, work on less familiar projects, and help others work with challenging parents.
Discuss reasons in ways that school leaders handle situations as opportunities to observe and reflect in journal leader practice observations.
Join and participate in professional organizations, mental new employees, and present information to other members of the school staff.
Related to school safety plans, goals for school leaders include which of these?
Leading school needs assessment, safety plan development, and implementation monitoring
Developing a system to monitor school incidents in crime that ever share with stakeholders
Appointing personnel to design safety traffic patterns inside and outside the school environment
Adopting emergency evacuation procedures and delegating crisis management procedure choices
Developing a school safety plan requires the participation of which of the following and for which reason?
School leaders and staff, because only they know their school and students best
School personnel only, because schools are for controlling as well as for learning
The entire community, because school crime data reflects community crime data
Law enforcement and mental health professionals, because they address crimes
Among challenges that school leaders face in their efforts to promote student mental health, which of the following descriptions most represents the category of limited resources?
Accountability laws has shifted school counsellors duties form mental health to academic achievement.
Prevention and promotion can adress most student issues, yet costly treatment are routinely prescribed.
The mental health resources available to public schools are not provided proportionately or equitably
Owing to our society's cultural traditions, the priority of mental health issues in schools is marginalized
Which category of mental health obstacles to student learning and achievement includes the least proportion of factors that can arise in and be addressed in schools?
External stressors
Educational problems
Psychological problems
Psychology disorders
The national association of secondary school principals (NASSP) recommends that school leaders furish comprehensive staff development in supporting student mental health. Which area of recommended training is most related to the response to intervention (RTL) model
Early identification of student having or at risk of mental disorders
Do you of referrer mechanisms for school and community service
Strategies to apply in promoting school wide positive environments
Models for consolation, coordination, and collaboration in schools
Which of these can school leaders appropriately do to prevent or eliminate racism and ensure cultural equity in their schools?
They can change school board policies and also the school board’s member composition.
They can train their faculty in mediation and conflict resolution skills to settle disputes.
They cannot do anything about minority student overrepresentation in special education.
They can make official policies not tolerating racism that suffice without consequences.
How can school leaders best promote openness and collaborative decisions in ethical school leadership and make ethical conversation integral to their school culture?
They can analyze the ethical implications of any decision for the school community.
They can maintain constancy in their ethical frameworks throughout their careers.
They can accept needed funding even if the donors require less effective methods.
They can regularly initiate discussions for self-examination and ethics development.
Under the National Education Association (NEA) Code of Ethics, Principle I, Commitment to the Student, educators are enjoined against doing a number of things, including that they: “Shall not disclose information about students obtained in the course of professional unless disclosure serves as compelling professional purpose or is required by law.”
The Civil Rights Act of 1964
The Family Educational Rights and Privacy Act (FERPA) and/or the Individuals with Disabilities Act (IDEA)
Americans with Disabilities Act (ADA) Amendments Act Title II
Rehabilitation Act Section 504
The National Association of Secondary School Principals (NASSP) recommendations for ethical behaviors by school leaders include the following:
l. Fulfilling their professional duties honestly and with integrity
ll. Obeying all the federal, state, and local laws and regulations
lll. Basing all decisions on the value of student success and well-being
lV. Acting to change laws, policies and regulations against education goals
V. Implementing the local board of education regulations and policies
Which combination of these could MOST present a conflict for a school leader in some instances?
l and lll
ll and lV
ll, lV, and V
lll, lV, and V
How can a school leader evaluate and improve the school curriculum for cultural and racial equity?
Instruct teachers to view curriculum as pluralistic and unchanging.
Include multicultural education within the school curriculum goals.
Assure books include diversity but not look for prejudiced content.
Focus multicultural education on foods, festivals, and fun activities.
On which of the following do the Individuals with Disabilities Education Act and the Family Education Rights and Privacy Act differ with respect to student records?
Requiring instruction and training of educators on records confidentiality
Defining which student records are considered to be educational records
Determining conditions for destroying educational records via state laws
Regulating records collection, maintenance, confidentiality, or disclosure
It is your first year as an administrator. The office staff is often heard gossiping about students, families, and teachers. Because they have worked at this school for years, they have lived in the community for years, and they are much older than you, you are hesitant to mention the problem. As the educational leader, what should you do?
Leave them alone. If they’ve been there for years apparently, it has not been a problem.
Send them an email stating new office policies and add there will be no gossip. Then sign them up for training about professionalism in the workplace.
Get a teacher who has been there a long time and is friendly with them to talk to them about ethics of talking about private or personal issues within the school day.
Call them into your office separately and explain that because the office sets the tone of the building, you’d like their help to add some professionalism by keeping talk to office work, keeping talk quieter, and eliminating all personal references to students, teachers, or parents out of conversation.
There are few instances when a school is allowed to release student information that would otherwise be held due to restraints of confidentiality. Which of the following is not a situation when student confidential information is allowed to be released by the school?
A search warrant issued by a local or federal court.
When student information is requested via a court-issued subpoena.
When a college requests additional information for an admission decision.
When a parent makes a request to view their child’s records.
The School Board will be announcing and enacting boundary changes in the fall without inviting lengthy public input or opinion. A core group of your fundraising and volunteering parents are going to be forced to withdraw when changes take effect. What can be done to prevent the loss of those parents?
Drop hints about upcoming changes to policy and boundaries.
Confide in a peer about your concerns, but take no action.
Encourage all parents to attend school board meetings and listen really, really carefully.
Tell one parent and ask them not to tell anyone.
An elementary student breaks his arm over the weekend. The parents contact you first thing Monday morning concerned about how their child will be able to complete their work. You address the parents’ concerns by letting them know that their child’s services are covered through:
The Due Process Clause
The Americans with Disabilities Act
Section 504 of the Rehabilitation Act
An Individualized Education Plan
A teacher at Longhorn Elementary School uses his private social media account to talk about the 5th and 6th grade students who take band at his school. He calls the students “band geeks". Many members of the school community see this comment and are shocked, reporting it to the school principal. The first thing the principal should do is:
Report the teacher to HR and put a letter in his file.
Invite the teacher to meet with you and discuss the impacts of his social media post on the community, while reminding the teacher of his professional and ethical responsibilities.
Send a letter to the parent community apologizing for the behavior of the teacher.
Ask the teacher to remove the comment on social media.
A staff member has been using their school computer for a side business during school hours. Several teachers have come to you with concerns. Your first course of action is:
Discuss the concerns with the teacher, and remind the teacher the school computer is to be used for school business only.
Set up a meeting with all of the teachers involved to learn more about the situation.
Bring the topic up at a staff meeting.
Put the teacher on an Improvement Plan for the remainder of the year.
The administration in your school is committed to make a transformative model of multicultural education. Which of the following would be the best approach to achieve this model?
Incorporating a range of cultural perspectives in the curriculum.
Creating a diverse committee made up of families.
Starting an annual cultural celebration that promotes diversity of the student population.
Contacting well-known speakers to discuss culturally responsive education.
When working on students’ classroom placements the administrator should look at specific requests from parents and:
reply to each parent request, noting any biases toward specific teachers.
honor each request to maintain positive relationships with parents.
accept each request to avoid conflict with these parents.
utilize these as one of the many factors considered in student placement.
The school administrator receives a letter from a parent of a home schooled student asking whether the student can participate in an upcoming district Mathematics competition. The administrator should
refer to board policy before communicating with the parent.
determine an appropriate fee to charge the student for participation.
refuse the request because there is a limit on the number of participants.
grant the request if the student has passing grades.
Which of the following factors will have the greatest impact on communication and working relationships when the school administrator sends e-mails to teachers and staff?
The length and syntactic complexity of the emails.
The subject line, opening, and closing of the emails.
The daily and weekly volume of the emails.
The timing, content, and tone of the emails.
There is a diverse student group made of many different cultures and languages. The Principal wants to ensure teachers are using culturally responsive assessment approaches. The best way for the Principal to ensure assessments are equitable is to:
use various formal and informal assessments.
gather student feedback and review prior to administering assessments.
provide students opportunities to practice a variety of tests and practice test-taking skills.
create assessments that mirror the types of questions and approaches used in state-mandated standardized testing
There was a racially charged fight at a local high school where students felt the police were more aggressive towards one demographic group. As Principal, how would you move forward to help start the healing process?
Create opportunities for students to share their thoughts with staff
Create a committee that includes students, staff, and community members to look at possible supports and programs and make recommendations.
Bring in someone from the county to talk to students and staff at an assembly
Do a needs assessment in the community
The annual holiday concert is coming up and several parents come to you upset about the upcoming school-wide celebration. They feel that it makes students that do not celebrate traditional holidays feel left out and uncomfortable. They do not want their child to participate in the sing-along and are calling for the cancellation or a change in the current programming or they will share their story with the Superintendent and media. Should you excuse the children, cancel the event, or make changes? Give your rationale for your choice and the factors you considered to make your decision.
Given the phrase “implementing rigorous, standards-based curriculum,” administrators should be able to support teachers in carrying out lessons that are:
Unchallenging activities but follows state standards
Challenging, students use higher-order thinking skills and that are aligned to state standards
Challenging, follow state standards but only allow students to use recall skills
Not aligned to standards, don’t challenge any student, and follow the previous grade-level skills.
There will be “good words” that signal understanding and may require a closer look at both multiple-choice and constructed response questions. Which of the following are examples of the “good words”? (Check all that apply)
Cultural Competence
Hiring Freeze
Reduce Barriers
SMART goals
Incompetent
An effective school leader is not…
A person who acts with cultural competence and establishing culture and high expectations
Scrutinizing or criticizing staff for not acting ethically and having appropriate behavior
Modeling and holding others accountable for ethical and legal behavior
Strategically planning and using multiple sources of data to encourage growth to school improvement
What buzz words best explain Standard #1. MISSION, VISION, AND CORE VALUES?
Develop, advocate, shared mission, vision, enact, promote, implement, model
effective, ethical, professional, stewardship, values, responsibility, understanding, morality
equity, cultural responsiveness, fairness, respect,
support , rigor, instruction, assessment data, coherent systems of curriculum, aligns with standards,
What buzz words can be used for Standard # 2 ETHICS AND PROFESSIONAL NORMS?
effective, ethical, professional, stewardship, values, responsibility, understanding, morality
equity, cultural responsiveness, fairness, respect,
support , rigor, instruction, assessment data, coherent systems of curriculum, aligns with standards,
Inclusive, caring, community environment, social and emotional development of students,
What buzz words can be used for Standard # 3 EQUITY AND CULTURAL RESPONSIVENESS?
equity, cultural responsiveness, fairness, respect,
support , rigor, instruction, assessment data, coherent systems of curriculum, aligns with standards,
Inclusive, caring, community environment, social and emotional development of students,
Professional capacity, mentor, evaluate, provide feedback, monitor, manage staff succession (promote leadership),continuous improvement, recruit, hire, support, develop
What buzz words can be used for Standard # 4. CURRICULUM, INSTRUCTION, AND ASSESSMENT?
support , rigor, instruction, assessment data, coherent systems of curriculum, aligns with standards,
Inclusive, caring, community environment, social and emotional development of students,
Professional capacity, mentor, evaluate, provide feedback, monitor, manage staff succession (promote leadership),continuous improvement, recruit, hire, support, develop
Foster PLC, professional development, empower with collective responsibility, accountability,
What buzz words can be used for Standard #5. COMMUNITY OF CARE AND SUPPORT FOR STUDENTS?
Inclusive, caring, community environment, social and emotional development of students,
professional capacity, mentor, evaluate, provide feedback, monitor, manage staff succession (promote leadership),continuous improvement, recruit, hire, support, develop
Foster PLC, professional development, empower with collective responsibility, accountability,
engage , meaningful, two way communication, relationships, partner, political, public, presence in community, resources, positive, collaborative, productive relationships,
What buzz words can be used for Standard # 6. PROFESSIONAL CAPACITY OF SCHOOL PERSONNEL?
Professional capacity, mentor, evaluate, provide feedback, monitor, manage staff succession (promote leadership),continuous improvement, recruit, hire, support, develop
Foster PLC, professional development, empower with collective responsibility, accountability,
engage , meaningful, two way communication, relationships, partner, political, public, presence in community, resources, positive, collaborative, productive relationships,
manage operations, resources, monitor, administrate, optimization, fiscal, budget & monetary, state & federal laws laws, rights, policies, regulations, feeder and connecting schools, central office, school board, internal and external politics
What buzz words can be used for Standard #7. PROFESSIONAL COMMUNITY FOR TEACHERS AND STAFF?
Foster PLC, professional development, empower with collective responsibility, accountability,
engage , meaningful, two way communication, relationships, partner, political, public, presence in community, resources, positive, collaborative, productive relationships,
manage operations, resources, monitor, administrate, optimization, fiscal, budget & monetary, state & federal laws laws, rights, policies, regulations, feeder and connecting schools, central office, school board, internal and external politics
Continuous improvement , effective, accountability, evidence-based, strategic planning, evaluation, data analysis,initiatives, innovation, readiness, commitment
What buzz words can be used for Standard #8. MEANINGFUL ENGAGEMENT OF FAMILIES AND COMMUNITY
engage , meaningful, two way communication, relationships, partner, political, public, presence in community, resources, positive, collaborative, productive relationships,
manage operations, resources, monitor, administrate, optimization, fiscal, budget & monetary, state & federal laws laws, rights, policies, regulations, feeder and connecting schools, central office, school board, internal and external politics
Continuous improvement , effective, accountability, evidence-based, strategic planning, evaluation, data analysis, initiatives, innovation, readiness, commitment
Develop, advocate, shared mission, vision, enact, promote, implement, model
What buzz words can be used for Standard #9. OPERATIONS AND MANAGEMENT?
manage operations, resources, monitor, administrate, optimization, fiscal, budget & monetary, state & federal laws laws, rights, policies, regulations, feeder and connecting schools, central office, school board, internal and external politics
Continuous improvement , effective, accountability, evidence-based, strategic planning, evaluation, data analysis, initiatives, innovation, readiness, commitment
Develop, advocate, shared mission, vision, enact, promote, implement, model
effective, ethical, professional, stewardship, values, responsibility, understanding, morality
What buzz words can be used for Standard #10. SCHOOL IMPROVEMENT?
Continuous improvement , effective, accountability, evidence-based, strategic planning, evaluation, data analysis, initiatives, innovation, readiness, commitment
Develop, advocate, shared mission, vision, enact, promote, implement, model
effective, ethical, professional, stewardship, values, responsibility, understanding, morality
equity, cultural responsiveness, fairness, respect,
To build capacity within staff members, school leaders help increase their knowledge and skills by asking them to:
participate in job interviews of new hires
serve on the school leadership team
observe and reflect upon how school leaders handled a specific situation
support and join professional organizations
all of the above
State regulations require that the codes of conduct outline guidelines for behavioral norms on school grounds and at school functions. These regulations govern the behaviors of:
teachers, visitors, students
students, teachers, school leaders, visitors
school leaders, teachers, students
visitors, faculty, school staff, students
School leaders must develop safety plans to provide a safe learning environment, reflect social diversity within the community, and support an inclusive educational setting. School safety plans and programs must be developed collaboratively with:
students, parents, administrators, police officers, mental health workers, community leaders and professionals serving youth
students, administrators, community stakeholders
students, parents, administrators, police officers, mental health workers, community leaders
students, parents, school staff, police officers, mental health workers, community leaders, professionals
According to the National Institute of Mental Health, approximately 10 percent of American minors are affected by mental health disorders. Youth mental health issues impact the possibility of increasing the number of school dropout and school failure. Challenges confronting school leaders in promoting youth mental health include:
inadequate research, limited resources, funding shortages, cultural traditions stigmatizing mental health issues
limited resources and funding, marginalization of youth with mental health issues
shortage of school counselors with training, small budgets and salaries
widening gap in professional support services, inappropriate treatments, increased cost of services
To be an effective school leader, one must be able to manage and lead a team of teachers. What is a strategy that effective schools use?
Creating teacher of the month parking spaces
Use equity when making work and class assignments for new teachers
Assigning new teachers to create the school safety plan
Creating effective presentations to request funding from local grant agencies
When parents or business leaders or state level administrators come to visit your site, one of their first impressions will come from
A clearly written School Safety Plan created by a diverse group of shareholders
Effective Acceptable Use Plans for Internet use
A balanced school budget that is distributed to enhance school mission and vision
Well-maintained school grounds and facilities
As a new assistant principal, you have been asked to help with the process of asbestos abatement that is ongoing this summer while the students are out of the building. The principal asks you to use your expertise to
Draft a letter and an all-call to parents explaining the process
Remove the asbestos-lined pipe insulation using gloves and a breathing apparatus
Research the state and federal policies concerning asbestos removal in older schools
Complete a background check on the removal team to ensure they are safe to be around students
School-based leaders must collaborate with the custodial staff. Major systems of the school plant should have environmental safety reviews how often?
Weekly
Quarterly
Yearly
Every three years
Which option is NOT a school emergency response team
School Resource Officer
District response team
Medical response team
District level recovery team
The Mountain View Middle School is open to students on school days from 8 A.M. to 4 P.M. Each morning, the principal arrives on campus at 7 A.M. and routinely finds groups of students waiting outside the school building. A similar situation occurs each afternoon after dismissal. Many working parents in the community drop off and pick up children before and after their work hours. The principal would like to address the potentially unsafe situation. Which of the following should be his initial action?
Adding a section in the student handbook that includes the school’s hours and emphasizing that no adult supervision is provided outside those hours.
Making the school’s provider of social services aware of the names of students who are habitually at school before and after hours.
Consulting with the Superintendent about the districts ability and/or obligation to supervise students who arrive at school before and after hours.
Establishing a stipend position for staff members to supervise students who arrive at school before and after hours.
Which of the following is the most crucial question to consider in using community resources in the classroom?
Can the resources be used by several groups at the same time?
Have such resources been overused?
Do the resources meet the needs of the program?
What time limits have been established for the use of the resources?
A survey indicates that several groups in the community would like to support the mission of the school but do not know how. The school leadership can best foster
meaningful community involvement by
Inviting community members to an open house showcasing school programs.
Making community members aware of volunteer opportunities within the school.
Seeking out representative community members to serve on school committees.
Involving community organizations in fund-raising efforts that support school programs.
Research on school-community relationships has identified a number of points of
agreement that must be adhered to by a school and its larger community before a viable working relationship can exist. Which of the following is one of the most important points of agreement?
Determining the type and amount of community resources to be used in the instructional program
Seeking consensus on the objectives of the educational system or on those aspects of the system to be improved
Designating which members and groups of the community will be assigned roles in the system
Specifying what aspects of the schools will be used as community educational centers, during what periods of time, and for what content areas
The primary benefit of family-community involvement in school improvement efforts is to:
Provide more information to students by better informing their parents.
Obtain external input on the important aspects of teacher quality and instructional effectiveness.
Train parents and community members on effective multicultural strategies
Form partnerships that foster higher educational aspirations and more motivated students
At a community forum to address school reform efforts; the principal has developed a brochure that outlines the major points of the school-wide initiatives. Greenview Middle school has a significant number of Latino students who have limited English Language skills and are low income. The new plan requires that all parents select supplementary services for their children if they are failing. 69% of African American parents returned them, while only 18% of Latino parents have submitted their choice for their child’s services. The Brochure was written in English as well as Spanish. Which of these would most likely be the reason that Latino parents did not respond to the survey?
It is possible that some Latino parents may be illiterate and unable to read even in their native language.
The Latino student did not want to disappoint their parents by giving them the information and therefore many of the parents did not receive the information.
The Latino parents do not believe that their children need the supplementary services as they are not necessary for them to be successful.
It is a proven fact that poor and limited language parents do not care about their child’s education.
The new Principal of Mitchell Middle School completed a comprehensive Needs Assessment for the school and was ready to share the results with the School Improvement Team (SIP). One of the areas that were identified for improvement was the development and implementation of policies and procedures. The faculty and staff commented that while all were aware of these policies; lax enforcement and clarity often led to uneven distribution of work and seldom were any consequences for those following the policies. Recognizing this as vital to the success of the school, the team called upon the principal to develop a plan.
Which of the following options best exhibits a leadership style that will insure accountability and effectiveness?
The principal should institute an incentive program for faculty and staff who come to work on time each day and do not take more than three sick days per year.
The principal should begin a formative evaluation program that offers stiff penalties and consequences for faculty and staff who do not adhere to policies.
The principal should ask the School Improvement Team for recommendations on how policies and procedures can best be developed, implemented and evaluated.
The principal should begin a comprehensive evaluation program that will offer incentives and consequences to insure teachers are adhering to all of the policies.
After several years of declining test scores, the new principal of Emerging High School has been directed to begin a comprehensive restructuring process for the school. The principal has met with the Improvement Committee to revise the vision and mission statements and develop goals and objectives for a three year plan towards school improvement.
Which of the following would be the most effective strategy for the collection of data to use for the development of academic goals and objectives?
Ask the previous principal and administrative team to prepare a presentation that will highlight the areas that need the most improvement with accompanying data
Interview subject area teachers from each department and use this qualitative data to develop academic goals and objectives
Examine and utilize state and federal academic report cards which include quantitative data from the schools past three years
Start fresh by using the current goals and objectives for one year then developing new goals and objectives for the next year based upon that data
Collect both qualitative and quantitative data from multiple sources utilizing members of the committee
Ms. Weiss, the new principal of Timberlane Middle School, reviews the results of several batteries of standardized tests. She finds a wide discrepancy in the achievement levels of different student groups in the school. She decides to investigate further by interviewing students, parents and teachers and evaluating the school climate in a variety of school settings.
The clearest indication that the needs of all students are not being met would be the observation that particular groups of students:
are socializing primarily with peers from their cultural background.
sometimes require modifications or support as part of their instructional plans.
are adopting behaviors of schoolmates from other cultural groups.
exhibit lack of confidence and motivation regarding schoolwork.
A principal is working with staff to create and implement plans to achieve goals for improved student learning. In this context, the principal would most appropriately encourage staff members to conduct research into what other schools are doing as a way to facilitate which of the following processes?
Incorporating a variety of diverse perspectives into the schools planning efforts
Interpreting assessment results to determine strengths and needs in the school’s current program
Identifying effective action steps to remedy school issues identified through data analysis
Answers A and C
You are starting your first year as principal at Mendoza High School, which has a diverse student population of about 1,500 students. Over the past several years the pass rate on the state mandated English exam has been declining and is now notably lower than the pass rate in other area high schools. Last school year (prior to your beginning at the school) the English department in conjunction with the faculty audited the school’s curriculum and adjusted it to align with the state standards. This year, the superintendent has told you that you will have an additional $12,000 in discretionary funds to support the initiative to increase the pass rate of the English exam.
Outline two important issues you should consider when preparing recommendations for the discretionary budget, explain one strategy you can use to determine budget allocations to recommend that will promote improved student performance, and explain why the strategy you have described will likely be effective.
What are the key components of the question?
What standards does the question target?
Define Collaboration (with stakeholders – internal and external)
What is the data and how will it be used?
All of the above!
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
When school principals collaborate with others in making curriculum decisions, who else should be involved?
Curriculum specialists and professional personnel
Curriculum specialists, professional, and board members
The students and the school's professional personnel
School professionals and members of the board of education
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 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.
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 settings and staffs.
Research studies find students are less likely to seek counseling services in schools.
As part of an overall school reform initiative, a principal makes a plan to distribute leadership among educators and other stakeholders for implementing school goals. Which research findings exist to inform this decision?
Distributing leadership improves professional development but nothing else.
Educational reform change demand efforts requiring a few superior leaders
The capacity building needed for school improvement limits leader numbers.
School reform initiatives all share implicit distributed leadership in common.
In seeking community support and additional resources, how do effective school leaders communicate with prospective partners?
Define how school leaders’ needs and stakeholders’ wants can coincide.
Speak reactive language when communicating with business executives
Identify business or organization visions exactly matching school visions.
To motivate them, explain to partner prospects how schools will benefit
To engage diverse family and community members, school leaders and staff must make effort 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 and community rooms for teacher and other parent meetings and information.
Hiring community liaisons to help staff understand parental beliefs about education.
Which choice best describes one of the benefits of collaborations among schools, community agencies, resources, organizations, universities, and businesses?
They can coordinate among discrete visions and missions.
They can share some resources but cannot pool funding.
They can offer multiple services within the school setting.
They can share little information because of privacy laws.
To communicate information to prospective community partners about resources they have and those they need, which approach that school leaders have found effective for motivating community leader engagement is MOST based on evoking intellectually and emotionally meaningful connections?
Simply asking prospective partners to listen to what they say.
Asking how education experiences shaped who they are now.
Sharing the story of their school with the community leaders.
Clearly identifying their school’s assets and its greatest needs.
What is the MOST accurate description among ways that effective school leader openly share data with students and staff?
Involving identified students for developing data systems.
Involving designated staff in developing assessment plans.
Involving students in knowing and tracking their own data.
Involving overall school data as the basis for student goals.
School leaders may be confronted by angry parents complaining about something that is outside of a leader’s control. In the experiences of successful school leaders, which of the following is most effective?
Communicating that this is outside their control.
Listening and then communicating understanding.
Responding to each parental complaint as it occurs.
Referring the parent to somebody who has control.
