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WorksheetsFinal Exam Review
Total questions: 100
Worksheet time: 8hrs 16mins
Which of the following is NOT advocated by the National Policy Board for Educational Administration regarding today’s educational leaders?
The School’s Chief Learning Officer.
The Instructional Leader of the School
Knowledgeable of Instructional Practices.
Over the age of 25.
If an educational leader was seriously interested in implementing PSEL 1, he/she would facilitate processes and engage in activities to ensure that:
The vision and mission of the school are effectively communicated to staff, parents, students, and community members.
The school culture and climate are assessed on a regular basis.
Operational plans and procedures to achieve the vision and goals of the school are in place.
Diversity is recognized and valued.
A school leader should understand that position power is:
awarded by followers
the same as charismatic power
power that is vested in a particular position or role
the extent to which followers respect, feel good about, and are committed to their leader
If an educational leader is analyzing data from multiple sources about the progress of students in the schoolhouse, he/she is most likely concerned with:
providing a safe learning environment for each student
identifying an approach to use in communicating with members of the diverse community
enhancing the teaching and learning process
maximizing the use of community resources
An educational leader:
influences the activities of individuals or groups toward goal achievement
convinces the faculty to do something they may not want to do
identifies what individual faculty members do best and adjust organizational goals to fit their strengths
is not concerned with the wants and needs of the faculty
According to Path-Goal theory, organizational goals are likely to be achieved if the leader:
sets goals and allows subordinates to chart the path
has excellent communication skills
uses specific behaviors to influence the perception of followers regarding their work goals, personal goals, and paths to goal attainment
identifies goals for followers and removes any roadblocks that may hinder good attainment
If an educational leader is concerned with developing a communication plan to use in sharing with key external stakeholder the resource challenges the school face, he/she would most likely be concerned with:
Providing a safe learning environment for each student
Identifying an approach to use in communicating with members of the diverse community
Enhancing the teaching and learning process
Maximizing the use of community resources
A two-dimensional theory of leader-orientation that focus on concern for production and concern for people was:
Theorized by Getzels and Guba
Theorized by Blake and Mouton
Theorized by Fielder
Theorized by the Professional Standards for Educational Leaders, 2015
Which of the following inform leadership preparation programs?
PSEL Standards
ELCC Standards
NCLB Standards
The U.S. Constitution
If an educational leader is truly a situational leader, he/she will place emphasis on:
Task and relationship variables
His/her behavior in relationship to follower’s readiness level to perform a task
Task behavior
Relationship behavior
Entering his school for the first time, Principal Jones knew that he had to be supportive of his faculty and community stakeholders if he were to be successful. However, he realized that a one-size-fits-all model would not be effective. He wanted a model that would reflect the culture of the school and community, as well as local, state, and national standards. Which of the Professional Standards for Educational Leaders would best give direction to Principal Jones regarding his dilemma?
Standard 7
Standard 5
Standard 10
Standard 8
Leadership is:
The process of influencing the behavior of an individual or group toward goal achievement
Convincing someone to do something he/she does not want to do
Finding out what people do best and adjusting organizational goals to fit their strengths
Convincing someone to do something he/she wants to do
The principles of PSEL 2 advocate that educational leaders should:
Develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
Strive for equity of educational opportunity to promote each student’s academic success and well-being
Manage the school organization in a manner that ensures that students can learn in a safe environment.
Act ethically and according to professional norms.
Situational approaches to leadership:
Combines the best of trait and behavioral approaches.
Was developed because neither trait nor behavioral approaches provided satisfactory answers to the puzzle of effective leadership.
Examines the interaction between leader, follower, and other situational variables to find casual relationships that will assist in predicting behavior.
Are not really effective as school situations change.
According to House’s Path-Goal Theory:
The school leader should set the goal but the faculty should chart the path.
The faculty should set the goal but the school leader should chart the path.
The school leader’s effectiveness is determined by the degree of faculty goal attainment and clarity of the path to those goals.
Without a path there can be no goal.
The principles of PSEL 4 advocate that educational leaders should:
Develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
Develop a school culture and instructional program conducive to student learning and staff professional growth.
Support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
Act ethically and according to professional norms.
According to the studies conducted at The Ohio State University, a leader who is considerate displays:
behavior roughly equivalent to the relationship behavior described in the Michigan studies
behavior roughly equivalent to task behavior described in the Michigan studies
friendly, trusting, warm, and respectful behaviors
behavior that is structured
Which of the following is an example of an educational leader’s ability to formulate goals with individuals and groups?
A memo to the third, fourth, and fifth grade team members thanking them for participating in several goal development sessions
A written news letter
The monitoring of students’ individual instructional plans
A set of goals for fourth grade students designed by members of the third, fourth, and fifth grade teams
After serving 4 months as principal, Mr. Wallace realized that he needed to recruit and hire several new teachers and establish strong lines of communication with all stakeholders. In addition, he needed to develop a leadership team that would share the responsibility for improving instruction, and develop and nurture a culture that is conducive to student learning. Completing these tasks, Mr. Wallace would be fostering the implementation of which Standard?
Standard 8
Standard 2
Standard 10
Standard 6
The principles of PSEL1 advocate that educational leaders should:
Develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student
Strive for equity of educational opportunity to promote each student’s academic success and well-being
Manage the school organization in a manner that ensures that students can learn in a safe environment
Act ethically and according to professional norms
If an educational leader is of the Theory X persuasion, his/her behavior is likely to reflect the notion that:
Most people would rather be directed and do not want to take responsibility for issues that surface in the work environment.
Most people are reliable and responsible employees.
When properly motivated, people become self-directed and creative at work.
The organization should be structured without consideration for employees.
If an educational leader is seriously interested in implementing PSEL 3, he/she would facilitate processes and engage in activities to:
Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.
Assess the school’s culture and climate on a regular basis.
Set operational plans and procedures in place to achieve the vision and goals of the school.
Recognize and value diversity.
Collaborative leadership is:
The influential behavior of the leader that persuades followers to go over and above routine policies, procedures, and directives, replacing compliance and conformity with commitment
An explanation of how organizations function as theorized by Getzels and Guba
An explanation of how organizations function as theorized by Blake and Mouton
A leadership model theorized by Fielder
Studies conducted at the University of Michigan revealed how:
Task, relationship, and participative behavior of leaders influence followers.
Initiating structure and being considerate influence followers.
Scientific management and human relations behavior influence followers.
Employee orientation to the organization influence followers.
An effective school leader should understand that position power is:
Awarded by followers
More effective than charismatic power
Power vested in a particular position or role
Power acquired as a result of knowledge of a particular subject
Relationship theories address:
The competitiveness that must exists between members of the faculty
The connections that have to be formed between leader and follower if teaching and learning are to be effective
The importance of understanding the culture of the organization
The achievement of students
Which of the following is NOT true relative to the culture of the organization?
Culture enhances stability in the social system.
Culture is the glue that binds the organization.
Culture facilitates an individual’s commitment to the organization.
Culture provides a basis for predicting the consequences and outcomes of school activities.
If a school leader is truly a situational leader, he/she will place emphasis on:
Only situational variables
His/her behavior in relation to the maturity level of followers, the environment, and the situation
Task behavior
Relationship behavior
Which of the following is a major role of 21st century school leaders?
The focus of 21st century leaders is simply to provide leadership.
The role of 21st century leaders is to build trust sufficient to persuade individuals to set aside their personal concerns and to pursue goals that have been developed around a shared vision.
Develop organizational behavior.
Develop a mission, a vision, and, if possible, core values of the school they lead.
If a school leader is of the Theory X persuasion, his/her behavior is likely to reflect the notion that:
Most people would rather be directed and do not want to take responsibility for anything related to their job.
Most people are pretty reliable and responsible employees.
When properly motivated, people can be self-directed and creative at work.
No individuals need to be directed.
Some organizational approaches are divisive by nature and usually evolve into a structure of hierarchies. At the center of this approach lies the concept that what is good for the organization is good for the people who work within the organization. Which of the following theories is being referenced in this explanation?
Human Relations Theory
Social Systems Theory
Open System Theory
Classical Theory
Which of the following is an example of Synergistic Leadership Theory?
The motivation level of school faculty members depends on their mental expectations.
The major focus is on the relationship that exists between leader and follower.
The school leader takes into account the female voice, giving females recognition and merit for their contributions.
The leader manages attention by being highly committed to a vision that is compelling.
Which of the theories listed below advocate that school leaders should focus on the interaction between him/her and followers?
Situational Leadership Theory
Path Goal Theory
Leader-Member Exchange (LMX) Theory
Contingency Theory
It is important for leaders of schools to realize that individuals in organizations function as:
Only as members of formal groups
Only as individuals
Only as members of informal groups
Members of formal groups, individuals, and members of informal groups
After reviewing a directive from the superintendent that required all principals to develop a plan to enhance respect and appreciation for diversity in district schools, Mr. Rom, Principal of Overview High School, approached you for some ideas to include in his initial discussion with the faculty. The advice you provided was to suggest to the faculty that they consider the values of a diverse school community because:
The interaction of people, the language they use, traditions they uphold, and the beliefs to which they subscribe make up the culture of the local school. However, these cultural variables do not have to be addressed in the curriculum.
Seldom does it prove to be beneficial when all individuals are not treated with dignity and respect. If this occurs, the school is not likely to come any closer to meeting its established goals.
Together, members of a diverse school community cannot create a unique interrelated unit that must be served some of the time; therefore, diversity should not be considered as the curriculum is formulated.
Diversity is directly related to student achievement.
Identifying individuals within the school organization who can effectively share the work and responsibility of enhancing the academic achievement of every student has become common practice among school leaders who subscribe to the principles of:
Distributive Leadership
Expectancy Theory
Synergistic Leadership Theory
Leader-Member-Exchange Theory
In today’s schools collaboration is least likely to exist under a leader that advocates:
Scientific Management
Administrative Management
The Bureaucratic Structure
Open System Theory
A school leader who addresses a school issue from a Human Relations perspective:
Seeks to find the most efficient means of addressing the issue with little regard for the faculty.
Maintains that an efficient faculty is a happy faculty.
Believes that if the faculty’s needs, wants, and feelings are taken into consideration organizational goals are more likely to be met.
One style of leadership is effective in all situations.
When a faculty as a whole believes they have the capability to execute actions required to have a positive effect on students:
Collective Efficacy exists.
The leader can distribute leadership responsibilities throughout the school organization.
The leader is advised not to distribute leadership responsibilities throughout the organization.
Only a few individuals should have leadership responsibilities.
The leader enhances employee performance and employee satisfaction by focusing on employee motivation. This statement is supported by:
Situational Leadership Theory
Path Goal Theory
Leader-Member Exchange (LMX) Theory
Contingency Theory
An individual entering a school as principal is well advised to build relationships with members of the organization. Understanding the importance of this practice, the new principal should:
Provide positive mentors for students.
Spend quality time with the faculty and staff, acknowledge diversity, and offer professional development.
Develop a vision of excellence.
Hold meetings with students and punish them if they do not respect teacher directions.
The theory that describes the interactive relationship between leader and followers is known as:
Situational Leadership Theory
Path Goal Theory
Leader-Member Exchange (LMX) Theory
Contingency Theory
John Williams told his principal that in order for him to participate in the school improvement process he would have to be provided an increase in salary. Then, he would complete the task assigned in the manner expected within the requested timeframe. The theory that informs the behavior of Mr. Williams is known as:
Equity Theory
Expectancy Theory
Power Theory
Change Theory
A member of the faculty who has a need to affiliate with other members of the faculty is likely interested in fulfilling the desire to:
Belong to a group
Confirm personal beliefs
Share misery with others “in the same boat”
Feel good about oneself
When a collaborative culture exists in the organization:
People are valued as individuals, they support one another, display collegiality, trust, openness, and professionalism.
The capacity for change is diminished.
Teachers enhance their personal positions.
People understand themselves.
A number of researchers and writer are advocating that schools become learning organizations. In order for schools to become learning organizations, school leaders must:
Foster collaboration and share leadership tasks.
Have a faculty with members who are committed to achieving individual goals.
Make decisions in an autocratic manner.
Avoid addressing external environmental influences.
There are several ways to define organizational behavior and thus the organization’s culture. Which of the following would NOT define the culture of a school organization?
Culture denotes the leader’s failure to understand self
Culture influences everything in the school.
Culture is an agreement reached by the faculty and staff on how the school should operate.
Culture describes how things are done in the school.
Which of the following is true?
The perceptions of both school leaders and stakeholders have influence on the behavior that exists in school organizations.
Biases and preconceived notions cannot be eliminated.
The behavior of stakeholders never influences the behavior of school leaders.
It is not important for school leaders to understand the perceptions of stakeholders.
Greenleaf refers to individuals who have power bestowed upon them by their followers as:
Leaders who engage in best practices
Servant leaders
Transactional leaders
Task-centered leaders
An individual whose leadership style is directive, reflecting authority conveyed through the structure of the organization might be called a:
Transactional leader
Leader without a moral purpose
Transformational leader
Good storyteller
Which of the following is not a true decision making barrier or trap?
When decision-making is considered a part of the process of leadership
When groups become so cohesive that members resist challenging ideas to maintain the integrity of the group.
When members of the group are bias and do not reveal that bias.
When too many people are involved in the decision making process.
The objective aspects of a decision that affects the performance of the group are best identified as:
Decision acceptance, but not quality.
Decision quality and decision acceptance.
Neither decision acceptance nor quality.
Decision quality, but not decision acceptance.
School leaders who are concerned with the effectiveness of communications must realize that:
Meaning is transmitted.
The receiver gives meaning to the message.
Neither meaning nor feelings are important in the communication process.
Only the meaning of the message is important to the sender.
Communicating effectively means:
Telling people what you want them to do
Telling people how you want them to behave
Telling people what you think of their performance
Articulating your message in a way that your listeners can easily understand and accept
Which of the following is TRUE?
Nonverbal behaviors are very important to the communication process.
Nonverbal behavior is not important if the verbal message is clear.
In some situations, the leader may not be sending a message.
Feedback is not really important for effective communication to occur.
Status differences can be viewed as:
The interpersonal styles of the parties communicating
A supportive factor in communication
Vindictive behavior
Problems that can result because of position disparity
Which of the following statements is TRUE?
In the process of communication, the message can pass through “filters.” These filters can occur as a result of both the sender’s and the receiver’s perception of the message.
An individual’s leadership style is not related to the behavior pattern the person exhibits when attempting to influence the behavior of others.
In the process of communication, the receiver does not give meaning to the message.
Downward communication is never filtered.
In a situation where individuals have completely different points of view and the selection of an alternative to the problem is complex, a school leader would be well advised to consider using:
The Delphi Technique
The Dialectical Inquiry Technique
The Normative Group Technique
The Brainstorming Technique
Which of the following is NOT true of decision making?
Decision making is defined as choosing between alternatives
Decision making plays a vital role in most leadership functions
A great deal of specific attention is devoted to it by classical theorists
Decision making can be considered a part of the leadership process
When communicating a message, to be most effective, the school leader must indicate to the receiver that:
Feedback is important and desired.
Only the meaning of a message is important.
Body language and voice tone is not important.
Feedback is not important.
Effective educational leaders are:
Often in a position when effective communication is not necessary
Never in a position where communication is not occurring
Only verbal activities communicate a message between a receiver and a sender
Non-verbal activities do not communicate a message between a sender and a receiver
If school leaders interested in achieving quality elect to involve a faculty member in the decision-making process, they should ensure that:
The individual is a stakeholder
The individual will research a possible decision alternative
The individual has expertise in the area of the issue in question
The individual is a team player
Decision quality refers to:
Decisions that drive the work of a few individuals
Decisions that inform leadership
The objective aspects of decisions that affect the performance of the group
The willingness of individuals to implement the decision
Effective educational leaders understand that:
Effective communication is not necessary in practical school situations.
Through practical school situations, communication cannot be experienced.
Through practical school situations, they can experience both the meaning and feelings of a message being communicated.
Meaning cannot be communicated.
A principal can increase decision acceptance by:
Involving individuals who will be affected by the decision
Involving individuals who will have expertise in the area of the decision
Simply using a group technique
Simply addressing diversity when selecting group members
Which of the following is the biggest advantage of the participative technique for decision making?
It is less time consuming
Employee suggestions do not have to be utilized
Individuals making a meaningful contribution to the attainment of organizational objectives
Subordinates think they are making a contribution when they really are not
Which of the following is FALSE regarding position power and communication?
Followers will filter information being sent to school leaders if the information is negative.
School leaders are in a position to reward or punish.
The power that is associated with the position could invoke fear in followers.
Position power is not a factor in effective communication.
The communication process can be motivational when school leaders:
Provide feedback on the results of faculty performance.
Provide flextime.
Provide monetary incentive.
Do not discuss the performance of faculty members.
Effective educational leaders realize that:
Transmitting messages is not a major function of school leadership.
Leaders transmit messages to advocate, nurture, delegate responsibility, and assist followers in developing their potential.
In implementing the curriculum, it is not necessary to be an effective communicator.
They can be effective only by developing communication skills sufficient to implement Standard 1.
Nonverbal communication can be defined as:
Non-word human responses such as gestures and facial expressions
The perceived characteristics of the environment through which human verbal and nonverbal messages are transmitted
The quality of an individuals’ voice
The manner in which an individual speaks
Which of the following is NOT important to effective communication?
The leader must be able to determine the needs, problems, moods, or level of interest of followers.
In order to understand if the message was received as intended, the leader must understand the feedback coming from followers.
The leader must be knowledgeable of non-verbal signals that followers find acceptable.
The leader’s knowledge of photocopying that is done by followers.
The process of electronic communication that allows a school leader to write passages and send those passages to individuals and groups via the internet is defined as:
Photocopying
E-Mailing
Video Conferencing
Electronic Meetings
Active listening enhances communication effectiveness because when school leaders are active listeners they:
Assist the sender of a message in conveying the total meaning of the message
Do not have to assist the receiver in getting a clear understanding of the message
Have to struggle to acquire the meaning of the message
Do not have to be sensitive to verbal and non-verbal clues
If a school leader elects to involve a faculty member in the decision-making process, he or she should ensure that:
The individual is willing to participate.
The decision is in the individual’s zone of concern.
The individual does not have expertise in the problem area.
The decision is not in the individual’s zone of concern.
Which of the following is most closely associated with paralanguage?
voice qualities
time
space
body language
A critical element that should drive instructional change is:
Inquiry conducted to inform best practice
Teachers who are experienced in successfully implementing intervention strategies
Student achievement data acquired from multiple sources
The latest set of AYP data
Which of the following theories would best describe the capacities required by school leaders in making a desired change?
Chin and Benne’s Empirical–Rational, Normative–Re-educative, and Power-Coercive change strategies
Fullan’s Change Agentry Theory
Lewin’s Force Field Analysis
House’s Path–Goal Theory
Which of the following is the best definition of an instructional leader?
An instructional leader is an individual who has become a change agent and leads change in the instructional program of a school.
An instructional leader is an individual who has a vision of learning but does not make decisions using data.
An instructional leader is an individual who has developed a vision for the school, holds all individuals to high standards of learning, uses data to make decisions, and has effective communication skills.
An instructional leader is an individual who has excellent communication skills.
In discussing the achievement scores of her fourth-grade students with parents, Ms.White advised them that her students were not scoring well because of the teaching methods used by the third-grade teachers. When the principal became aware of her statements, he gave her a written reprimand. In taking such action, the principal is likely attempting to:
Communicate his perspective on ethics and prevent the ridicule of some teachers by others
Develop an ethical framework that will influence a school-based culture of trust, dignity, and respect that enhances the ability of teachers to work together
Establish a code of ethics and implement a conflict management strategy
Make an impression on the parents involved
Which of the following does NOT define the context of conflict?
Conflict that exists between individuals within a group or organization
Conflict between two groups within a larger social system
Conflict that exists between two organizations
The issues over which conflict occurs
An individual whose leadership style is directive, reflecting authority conveyed through the structure of the organization might be called a:
Transactional leader
Leader without a moral purpose
Transformational leader
Good storyteller
An instructional leader interested in evaluating a program during the implementation process would:
Use a summative evaluation process.
Use a formative evaluation process.
Ask one or two teachers about the success of the program.
Rely solely on AYP test data.
Speaking generally, which of the following is a practical Vision statement?
Johnson Town Elementary students will become skillful self-directed learners by participating in a linguistically enriched, integrated curriculum, with portfolio-based assessments and a strong emphasis on self-evaluation.
The faculty and staff of Johnson Town Elementary School will work with other schools and agencies, both public and private, to provide its students with an enriched education that equips them for college or the world of work.
Using a standards-based curriculum, and making decisions using data, teachers at Johnson Town Elementary School teach all students to read with comprehension.
Johnson Town Elementary faculty will work with students to assist them in achieving in the area of reading.
Identify the restraining force(s) in the following scenario. Principal Harris was contemplating changing the master schedule from six bells to eight bells. Parents were calling with well wishes, the newspaper was writing about the difficulty parents would experience because of a change in the school day, students were voicing their positive reception of new opportunities to score high on various examinations, and the superintendent was questioning if approval had been acquired. Having conducted a force-field analysis, Principal Harris decided NOT to make the change because of:
Parent calls
Articles in the newspaper and questions from the superintendent
Parent calls and student receptiveness
Student receptiveness
Data driven decision making may involve:
Formative assessment tools, but not summative assessment tools
Summative assessment tools, but not formative assessment tools
Teacher made tests, summative assessment tools, and formative assessment tools
Only teacher made tests
An individual whose leadership style is inherently symbolic, reflecting a vision of the future, that is sold to followers by telling stories, might be called a:
Transactional leader
Leader without a moral purpose
Transformational leader
Good storyteller
An instructional leader interested in determining the difficulty in making a specific change in an instructional program might consider:
Analyzing the force field
Reviewing the test scores of each teacher
Assembling faculty members and informing them of the change initiative that will be implemented
Utilizing the four core functions advocated by Fullan
When school leaders advocate change for individuals in the schoolhouse, they must tailor their leadership practices based on the magnitude of the change. If the change being advocated is consistent with existing values and norms and can be implemented without disrupting the status quo, the organization is undergoing:
A first order change
A second order change
An improvement process that is unnecessary to classify
A third order change
An instructional leader using the ten (10) step change process advocated by Green, (2009) would:
Define the standard of excellence, assess the causes of the discrepancy, build a capacity for change, and then implement the change initiative.
Define the standard of excellence, assess current conditions, assess the capacity for change, and then implement the change initiative.
Define the standard of excellence, assess current conditions, identify the discrepancy, and then assess the cause of the discrepancy.
Define the standard of excellence, assess current conditions, identify the needed change, assess the reason for the needed change, and then build the capacity for the change, if it does not exist.
Which of the following conflicts would be classified as divergence in goals?
The assigning of classroom space
A teacher’s desire to conduct a particular activity
Teachers having different points of views over which approach to use in the teaching of reading
A group of individuals who have different personalities.
A theory that informs a strategy that can be used to manage conflict occurring among individuals and groups is:
Human Needs Theory
Double Loop Learning Theory
Thomas-Kilman Conflict
Contingency Theory
In managing a conflict, it is important for school leaders NOT to:
Let the involved parties know that their concerns are important.
Develop an understanding of the content of the conflict.
Listen to individuals and allow them to express themselves and share their point of view.
Get the individuals involved to agree to avoid each other.
In attempting to manage conflicts:
The school leader should withdraw from conflicts as often as possible.
The leader should first determine if a conflict really exists—if the goals of the individuals or groups are truly incompatible.
School leaders should take an autocratic approach to maintaining a productive work environment.
School leaders should maintain positive interpersonal relations at any cost.
Which of the following would be considered a first-order change?
The school leader changes the approach to teaching mathematics.
The school leader changes the organizational structure of the school day.
The school leader engages in a complete restructuring of the curriculum.
The school leader restructures policies and procedures in a manner that influences new expectations and intentions for change.
To increase the likelihood that the change initiative will be successful, school leaders are well advised to:
Identify the driving forces, but not the restraining forces.
Identify the restraining forces, but not the driving forces.
Identify the magnitude of the change.
Avoid assessing the driving or restraining forces.
Identify the driving force (s) in the following scenario. Principal Harris was contemplating changing the master schedule from six bells to eight bells. Parents were calling with well wishes, the newspaper was writing about the difficulty parents would experience because of a change in the school day, students were sharing their positive reception of new opportunities to score high on various examinations, and the superintendent was questioning if approval had been acquired. Having conducted a force-field analysis, Principal Harris decided to make the change because of:
Parent calls and student receptiveness
Articles in the newspaper
Student receptiveness and articles in the newspaper
More information is needed to make a determination
Roger Miller, principal of Shaw Elementary School, was reviewing the reading program that had been in existence for five (5) years. When he put the program in place it was predicted that if the program was successfully implemented, over a five (5) year period, student achievement would increase by 30%. Now he is ready to conduct a:
Summative evaluation
Formative evaluation
Norm reference evaluation
Pilot using the reading program
When an individual refers to the intensity of conflict, he/she is speaking of:
The adequacy in which the parties involved communicate expectations
The manner in which the involved individuals are responding to the conflict
The issue or issues over which the conflict occurs
The depth of interest and/or concerns that an individual or group holds for the issue in question
Roger Miller, principal of Shaw Elementary School, was reviewing the reading program that had been in existence for five (5) years. When he put the program in place it was predicted that if the program was successfully implemented, over a five (5) year period, student achievement would increase by 30%. After reviewing the results of an evaluation of the program, he continued the program in the fifth grade and discontinued it in the third grade. When explaining his decision to a friend, his friend replied:
“Why did you not make the decision based on an analysis of the data?”
“You really do use data to inform your instructional decisions.”
“I would have made the same decision.”
“I do not understand your actions.”
If conflict occurs that facilitates the accomplishment of goals by members of the organization, then, that conflict can be considered to be:
Dysfunctional conflict
Functional conflict
Role conflict
Personal conflict
