WorksheetsFELE Sub Test 1 Comp 4
Total questions: 24
Worksheet time: 12mins
Effective multicultural training is.....
once a year
relevant
applicable
timely
ongoing
relevant
applicable
timely
ongoing
relevant
situation based
timely
ongoing
relevant
applicable
reviewed for consideration
Who do school leaders include when making decisions regarding the education of its students.
parents
teachers
students
the entire school community
Which population is normally left out of the decision-making process.
parents
teachers
students
community members who represent the school population
How can school leaders ensure authentic diversity and multicultural training is implemented to teachers?
Choosing culturally responsive materials and curriculum
Choosing what is the majority of the ethnic population of the school is.
District decides which programs each school receives based on demographics
State decides which programs each school receives based on demographics
How can school leaders ensure authentic diversity and multicultural training is implemented to teachers?
Allowing students in the school to have a stake in decisions made in the school
Allowing teachers to have a stake in decisions made in the school
Allowing parents in the community to have a stake in decisions made in the school
Allowing the school board only to have a stake in decisions made in the school
Ways in which a school leader can effectively engage the community are:
1. implementing a one time family activity night at the school
2. scheduling quarterly student-led conferences
3. encouraging parents to join decision-making committees
4. attending community functions beyond the school
1. implementing regular family activity nights at the school
2. scheduling monthly student-led conferences
3. encouraging parents to join decision-making committees
4. attending community functions beyond the school
1. implementing regular family activity nights at the school
2. scheduling quarterly student-led conferences
3. encouraging students to join decision-making committees
4. attending community functions beyond the school
1. implementing regular family activity nights at the school
2. scheduling quarterly student-led conferences
3. encouraging parents to join decision-making committees
4. attending community functions beyond the school
Teachers’ communication with parents and students must be __________ and _____________ display when needed
autocratic; cultural sensitivity
democratic; cultural sensitivity
democratic; cultural irrelevant
dismissive; cultural irrelevant;
A democratic school society promotes __________________
a strong SGA
culturally responsiveness.
high academics
gender equality
What is relevance?
opportunities for students to engage in a global society by thinking critically and analytically about the world;
attending community functions beyond the school.
teachers, students, and parents working together for common goals
perception that something is interesting and worth knowing
opportunities for students to engage in a global society by thinking critically and analytically about the world are a characteristic of
a school rich in tradition
a school that values individuals
a fiscally responsible school
a culturally responsive school
Providing students the opportunity to solve real world problems, using higher-order skills
Global Responsive Thinking
High-order thinking skills
Project-based learning
Cultural Awareness Learning
Critical thinking, creative thinking, anything in the top tier of Bloom’s Taxonomy is
Project Based Thinking
High-order thinking skill
Critical Thinking
Global Thinking
How do school leaders and educators make school relevant?
providing students the opportunity to solve real world problems, using higher-order skills
critical thinking, creative thinking, anything in the top tier of Bloom’s Taxonomy
students are challenged and pushing beyond their comfort zone.
applicable to real-life so students can connect to the learning
Teacher and student behaviors that support relevance and rigor are.......
1. Students are engaged and asking questions.
2. The teacher and students are engaging in high-level questioning.
3. The teacher has expectations for in-class and at-home assignments.
1. Students are quiet and behaved.
2. The teacher and students are engaging in high-level questioning.
3. The teacher has expectations for in-class and at-home assignments.
1. Students are engaged and asking questions.
2. The teacher and students are interacting with one another.
3. The teacher has expectations for in-class and at-home assignments.
1. Students are engaged and asking questions.
2. The teacher and students are engaging in high-level questioning.
3. The teacher has low expectations for in-class and at-home assignments.
When evaluating teachers, ______________ __________________ should be the driving force for feedback
student relationships
student behavior
student achievement
students rights
What is essential in improving schools that an ed. leader can do throughout the year?
1. Collaborating with teachers on fundraising
2. stopping by regularly for walkthroughs
3. providing continuous feedback
1. Collaborating with teachers on best practices
2. stopping by regularly for walkthroughs
3. providing continuous feedback
1. Collaborating with teachers on best practices
2. stopping by 2x a year for walkthroughs
3. providing continuous feedback
1. Collaborating with teachers on best practices
2. stopping by regularly for walkthroughs
3. providing sporadic feedback
Checking in with teachers regularly to assess goals and progress is an example of?
Seeing they are doing their job
Seeing if the students are behaved
Reoccurring feedback that supports administration teacher relationships
Reoccurring feedback that supports continuous learning
Inviting teachers in on a regular basis, either as a department or individually, to discuss school data, walkthrough observations, and more an example of?
Reoccurring feedback that supports continuous learning
Reoccurring feedback that supports continuous appreciation of staff
Seeing that students are behaved
Seeing that studnets are respectful of the school
Principal Marsala distributes a multiculturalism survey and realizes from the data that many of her teachers have never had in-depth diversity training. She wants to provide an opportunity for her teachers to engage in multicultural training and professional development. What can she do?
Provide a multicultural program during a faculty meeting
Provide a bonus for teachers that attend a multicultural program
Ask teachers what they want out of a multicultural training program
Make a mandatory multicultural training program
An example of reoccurring feedback that supports continuous learning is.......
bonus pay
verbal encouragement
1. Making time in the schedule for teachers to plan together
2. visit each other’s classrooms
3. provide feedback to each other on a regular basis
Signing teachers up for continuous professional development workshops
How can Principal Marsala know that the multicultural program is working as planned.
Evaluate at the end of the school year.
Faculty surveys
Wait for teachers to complain.
Monitor progress of the program through observations and analysis
How can Principal Marsala further ensure that her multiculturalism program succeeds. What can she do?
Provide adequate resources to ensure ongoing, sustainable, multicultural professional learning
Provide resources to ensure 1 time, sustainable, multicultural professional learning
ask the district for extra funds
ask the PTA for extra funds
Principal Marsala wants a multicultural wants a program to be developed by the teachers who recently attended a professional development workshop in one month to present at a faculty meeting. What is the best way she can go about this?
Allow teachers the time they need to implement what they have learned.
Allow the teachers to write a detailed report 3 days after they returned
Ask the workshop presenters to write a detailed script 3 days after the workshop to be presented by the faculty members.
Ask the workshop presenters to present at the next faculty meeting.
Principal Marshala wants to have a multiculturalism event on campus next semester. What is the best way to have teacher buy in for this?
Invite teachers to plan the multicultural professional development.
Invite teachers from a different school to plan the multicultural professional development.
Have administration create one and implement it.
Have an outside company design and implement one.
