WorksheetsEducational Assessment
Total questions: 32
Worksheet time: 17mins
Typically, how often should a lockdown drill be completed?
twice a year
once a year
once a quarter
once a month
The principal of a high school requests a meeting with the building manager at the start of the year to examine plant operations. What critical elements should they cover in this discussion?
spreadsheets of all building operational orders and dock shipments received
emergency shutdown procedures, major equipment updates, and replacements
time off requests for personal days, sick leave, and vacation week requests
meeting dates and job assignments for each of the plant operation employees
Mrs. Kulasa is working with a small group of students who are in the second stage of writing development. These emergent stage students should be given an activity that develops their ability to:
use strategies to spell new and unknown words.
begin using capital letters for names or at the beginning of sentences.
write strings of letters in a row.
draw symbols or scribbles to represent words.
During a fire drill, a principal noted that the physical education students were consistently exiting the building much later than the rest of the student body. What should be the next step after the drill?
changing all exit routes for physical education classes
asking students to exit building more quickly
debriefing with staff and teachers and monitoring improvement
asking physical education teachers to solve the problem
A first-grade student had struggled with decoding skills that were impacting her ability to read and understand grade level texts. While the student's decoding skills have significantly improved, the teacher has not seen the same improvement in her reading comprehension. When she reads aloud, her reading is choppy and disconnected. Which of the following activities would likely be the most impactful to build upon the student's improved decoding skills and support similar improvements in reading comprehension?
increased sight word exposure in reading, and expectations for using new words in her writing
building confidence through exposure to texts below her reading level
increased independent, silent reading of new texts that are written at her reading level
frequent practice reading aloud of both familiar and unfamiliar texts
The district has contracted with an outside painting company to work after school to complete repairs and repaint interior walls of all elementary schools. A teacher reported that the workers are leaving out dangerous materials that should be secured each evening. What is your next step?
asking the district office to replace the painting crew with a different group immediately
asking teachers to check all areas for materials and tools left by workers from the previous day
contacting the paint company supervisor and requesting a meeting with them at your school site
determining the area is clear of hazards and contacting the workers' supervisor regarding safety expectations
As part of a unit on mathematical proofs, a math teacher has students work individually to solve different proofs. After solving their proof, and the teacher ensuring its correct, each student presents their proof aloud to the class. The student explains how they solved it and answers questions from classmates. Which of the following educational goals is best supported by this activity?
Ensure students clearly comprehend the topic.
Make connections between a mathematical concept and real life.
Connect students background knowledge with their current learning.
Expose students to new ideas and perspectives.
Which of the following situations is the principal's highest priority in assuring campus safety?
A parent has threatened to protest outside the school.
The school resource officer has resigned with no notice.
There are three unmonitored entry points at the school.
The video camera on the west side of the building is out of service.
While reviewing student data, the school administration notices that several groups of students struggle to master TEKS with content-specific vocabulary words. For example, the science test features many unfamiliar words associated with learning about chemical reactions and the periodic table. Which of the following professional development activities would be most appropriate to address this issue school-wide?
offering professional development to teachers on the cultural barriers preventing students from understanding certain vocabulary words.
increasing exposure to high-frequency words through listening, speaking, writing, and group work throughout the school day.
implementing explicit, systematic vocabulary instruction using word walls, graphic organizers, vocabulary journals, and visuals.
encouraging teachers to use higher-level vocabulary words with students while teaching and in everyday conversations
Based on the writing benchmark student writing sample, which of the following steps would be considered very important for Ms. Branch, a 7th grade language arts teacher, to take immediately?
pairing each student with another student of similar abilities to receive feedback
introducing the writing process and stressing the importance of editing and revising
beginning daily vocabulary drills to vary student word choice in writing samples
integrating daily grammar mini-lessons to cover basic sentence construction
A teacher wants to model for students how to determine the meaning of words within a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?
Provide student with a teacher-written summary of a text after the class has read it together.
While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues.
Read a text that's projected for the class and take notes in the margins while reading.
While reading a text projected for the class, the teacher highlights transition words and phrases used in each paragraph.
What is a critical component of a proactive Safety Response Protocol Plan (SRP)?
requiring all faculty and staff participate in drills throughout the year
developing and implementing the SRP with a crisis team
requiring all faculty and staff be trained in their responsibilities
All of the above
Which of the following strategies would be most effective in helping students in the emergent literacy stage of development?
phonological awareness skills
metacognitive thinking
graphic organizers
various genres
What best practice should school leaders incorporate into their safety protocols and drills to help prepare in the event that an emergency situation occurs on campus?
assigning generic roles instead of specific roles
conducting drills simulating real emergency experiences
completing drills out of compliance rather than out of purpose
practicing drills infrequently and spontaneously
To encourage speaking in the classroom, teachers should do all of the following except:
Call on students randomly so that they are always ready to spontaneously speak.
Use various modalities, like whole classroom or small group discussions.
Ensure that students are supported to talk, and ideas are not dismissed when incorrect.
Make speaking activities a regular occurrence, as an expected part of classroom activities.
Mr. Garcia is the principal at a high school with a high number of students who speak English as a second language. He has worked with
the faculty to investigate a number of interventions to help the ESL students achieve at higher levels. Many of the teachers use
instructional software to enhance teaching and learning in different ways. One of the math teachers submits a request to purchase a
software application to reinforce concepts and provide practice. As Mr. Garcia is preparing the requisition form for the purchase, he
previews the software and determines it is a simulation package and does not address the purpose of providing practice. He contacts
the teacher to discuss the request. Which of the following criteria should Mr. Garcia communicate to the teacher to keep in mind when
selecting the appropriate software application?
The teacher should look for drill and practice software to reinforce concepts and provide opportunities for practice.
The teacher should look for educational software that features games to make learning more fun.
The teacher should look for tutorial software to enhance and complement instruction.
The teacher should look for simulation software that allows for adaptation to the context and the way it is to be used in the
classroom.
A committee of teachers, content experts, other professionals and parents has been formed for the purpose of revising
middle school math curriculum. The committee is one of several committees that meet throughout the district and are
advisory in function. The building principal heads the committee. Which of the following steps should the principal take first
in this process?
Determine the main concepts in mathematics that students should learn in the middle school grades.
Contact major textbook publishers to request review copies of math curriculum for the committee.
Contact universities for new instructional pedagogy in the field of mathematics.
Review the math curriculum in other school districts of similar size.
Student achievement data are particularly important to the school principal, as the instructional leader, for the reasons listed below except for the
following statement
They help determine whether instructional programs in the classrooms are getting the expected results.
They provide information on the link between aspects of teacher quality and student characteristics.
They are critical in analyzing the cost-benefit ratio of various initiatives in place.
They inform teachers how far a student has progressed to date thus helping teachers make informed decisions as they plan
instruction for the student.
Read the comments below, then answer the question that follows.
The scope and sequence of the curriculum are important elements in the design of effective teaching and learning.
Scope relates to what should be taught and learned. Sequence relates to when different parts of the curriculum should be learned
with respect to the other parts of the curriculum. Teachers decide how to sequence the material as they follow the state curriculum:
simple to complex; easy to difficult; chronological, developmental, prerequisites first, whatever the option, it must progress in a logical
sequence and support stated instructional goals.
Which of the following Texas Teacher Evaluation and Support System (T-TESS) domains do these comments most likely describe?
Planning
Instruction
Learning Environment
Professional Practices and Responsibilities
Read the stimulus material below to answer the question that follows.
Ms. Hernandez is the principal at Hawthorne High School. The Hawthorne High School Improvement Team uses sources from the CIP to
review student progress and recommends higher standards for academic performance. Members of the committee want to make
sure they set attainable goals.
Ms. Hernandez leads the team in an analysis of various sources of test data. This is an effective practice because:
I, Il, and Ill
I, and Il only
IV only
I and IV only
Dan McComb, principal of Crestview High School received the school's budget allotment for the next school year which reflected a 15% reduction in funds from last year. As he begins to put together the school budget for the next year, which of the following items should Mr. McComb consider first?
the district policies for fundraising and possible sources of additional revenue
departmental requests for budget allocations
the amount spent last year for teaching supplies and support materials
the school's vision, goals and objectives
Post-Conference must be conducted within 10 working days after the completion of an observation.
A written summary of the observation is provided to the teacher within 10 working days after the completion of the observation.
End-of-Year Conference period ends no later than 15 working days before the last day of instruction. The end-of-year conference is for teachers and appraisers to review the information collected throughout the year, summarize the current year, and prepare for the next year. The conference takes place prior to the scoring of Domain 4.
A copy of the Summative Annual Report must be provided to the teacher within 10 working days of the conclusion of the End-of-Year conference and at least 15 working days before the last day of instruction.
A copy of the Summative Annual Report must be provided to the teacher within 30 working days of the conclusion of the End-of-Year conference and at least 45 working days before the last day of instruction.
A copy of the Summative Annual Report must be provided to the teacher within 5 working days of the conclusion of the End-of-Year conference and at least 5 working days before the last day of instruction.
A copy of the Summative Annual Report must be provided to the teacher within 10 working days of the conclusion of the End-of-Year conference and at least 30 working days before the last day of instruction.
A constant standard measurement over the years; a score that describes how far a student's performance is above or below the passing standard; the TLI makes it possible to compare student performance across years within a given subject area.
Texas Learning Index (TLI)
Teacher Learning Initiatives
Teacher Learning Index
Texas Leaders Institute
When a campus focuses on student achievement, based on the five levers of the Effective Schools Framework (ESF), what are the multisteps and in what order should they go?
I. Conduct a Needs Assessment to collect, reflect, analyze, and identify barriers.
II. Develop a Targeted Improvement Plan based on DDI for (PD and PLC)
III. Monitor the Targeted Improvement Plan using metrics: Data Analysis, PLC meetings, SMART Goals, Check Points, all with fidelity.
Only I.
Both I and III.
I, II, and III
Only III.
What are the Five Levers of Effective Schools Framework and how do they build teacher capacity through rigorious and engaging lesson and support for teachers to implement high leverage teaching practices, adjusted throughs observations, feedback cycles, captured trends for campus instructional leadership.
Evidence Collection Plan
Essential Action Analysis
Focus Area Identification
Barrier Analysis
Targeted Improvement Plan
An instructional manager is supervising a new teacher using the clinical supervision for teachers model. The manager explains that one of the primary goals of this supervision approach is to uncover potential growth areas for the teacher. Given this scenario, which step of the clinical supervision model for teachers is the manager referring to?
Reflection
Observation
Pre-observation
Data Analysis
Which of the following would be the most effective way for a school principal to promote professional development among teachers?
MAndating compulsory after-school workshops for teachers
Developing a system where teachers observe and provide feedback to one another.
Encouraging teachers to attend conferences and seminars on their own time.
Allowing teachers to set their own professional development goals.
Principal Bellsworth attends a 5th-grade level meeting to discuss the proposed curriculum map. Which of the following should Principal Bellsworth recommend?
Select all answers that apply.
revisiting the curriculum map once a year to make adjustments
revising the map to include assessments and more specific content information, since the curriculum map is vague and lends itself to multiple interpretations
allowing teachers to voluntarily use the curriculum map, which will give them a greater sense of control in the classroom and increase their instructional proficiencies
utilizing the curriculum on a regular basis as a grade-level team to ensure horizontal alignment and pacing
Some parents complain about the required reading books for seventh grade. They feel as though the books are too challenging for the students, and the principal agrees with their assessment. When speaking with the ELA teachers, which component of the curriculum should be the principal's focus?
scope
sequence
campus goals
cultural responsiveness
A department meeting with fifth- and sixth-grade (intermediate) language arts teachers is held to discuss students' inability to recognize and understand the use of root words and affixes in the vocabulary-building process. A new teacher states that at the elementary school, a strong emphasis is placed on aligning different roots and affixes at each grade level so that a logical progression can be made from one grade to the next. The intermediate teachers decide to meet with the teachers at the elementary feeder school to see which approaches have been successful in fourth grade in reinforcing these concepts. In addition, the teachers thought it might be beneficial to meet with the seventh-grade ELA teachers to determine whether there is a pattern in students' reading or writing skills that would indicate a lack of a strong foundation they could reinforce at the intermediate level.
Which of the following would be the best way to affect this plan?
The new teacher is asked by the department head to help present the idea to their own principal and solicit his help by discussing it with the middle school principal.
The new teacher calls the elementary school principal and requests a collaborative meeting between the two schools' ELA teachers.
The new teacher writes a formal letter to the ELA department head at the middle school, presenting the request that was discussed at the meeting.
The new intermediate teacher has a friend at the middle school who teaches seventh-grade ELA. She decides to ask her friend to get together with the other ELA teachers to arrange the collaborative meeting between the two schools.
Before students begin reading a text about the Supreme Court in their history textbook, the teacher leads a class discussion in which the students generate a list of questions about the Supreme Court that they would like to have answered. This discussion is most likely to promote the students' comprehension of the text by:
encouraging the use of critical thinking skills.
providing a purpose for reading.
introducing unfamiliar content-area vocabulary.
increasing student interest in the text.
A principal has completed the paperwork following her second observation of an eighth-grade teacher at her school. When comparing the rubric completed during this observation with the rubric completed on the previous observation, she noticed two areas on the rubric that were flagged as areas for improvement in both observations. Based on this data, the principal plans time for instructional coaching.
Which of the following should NOT be included in coaching related to their observation?
a clear action step and time for practice relevant to the weaknesses
modeling of strategies that may be applicable to their identified weakness
a clear and direct explanation about how to correct the identified weaknesses
praise for the areas identified as strengths
