LEAD5383 Tchr Ld For SIP Question Preview (ID: 55839)

a) learning to differentiate various leadership models and determine which is most evident in their schools.

b) realizing teacher autonomy can be regained and working together to reclaim their profession and reform education.

c) broadening their concept of leadership, understanding collaborative leadership, and initiating teacher leadership in schools.

d) Umm???

a) Teachers solicit consistent parent input on all classroom discipline decisions.

b) Teachers immediately remove students from classrooms for any behavior infraction.

c) Teachers command control of student off-task behavior with various disciplinary consequences.

d) Teachers coach students in self-regulating behavior and responding to peer-to-peer accountability.

a) Communities of practice are like CFGs, they work on student learning problems and follow a protocol in regular meetings

b) Action research can be reasonably described as a collaboration framework of as a research cycle used by PLCs

c) Action research can range from purely technical and classroom-specific to collaborative and school-wide.

d) I am not sure

a) the collaborative opportunity to foster an enhanced interest in solving problems at the district level

b) They all have taken Dr. Mapp's course

c) the opportunity to reach out to others outside their organization or building who share the same interest and practice

d) IDK (I don't know)

a) Attending a professional development session on how to improve cooperative learning techniques with students

b) Requesting placement as a department chair to train others on how to improve their teaching

c) Remaining in the classroom and limiting the number of other responsibilities to concentrate on their own teaching duties

d) Writing a journal article on the teaching strategies they use in their classroom, so others can read and follow their example

a) New Model Research

b) Action Research

c) None of these

d) Congruent Duplicity Model Research

a) Efficiently facilitating coteaching and collaborative strategies, so teacher burdens are reduced for each individual

b) Developing the pedagogical growth of new teachers who must be prepared to replace those who are retiring

c) Assisting principals in their duties, providing more assistance might allow them to accomplish more tasks

d) Ensuring teacher leadership opportunities are driven by teachers and relevant to both teacher and student needs

a) It ensures teachers will use the most effective procedures needed to facilitate small learning group meetings.

b) It produces a combined group voice, and a principal is more inclined to listen to a group than to an individual.

c) It creates cooperative teacher connections to improve professional practices which positively impact school reform.

d) It assures novice teachers build skills through formal and informal learning meetings they never would gain otherwise.

a) Online sessions give presenters more control over distracting participants through muting or removing them.

b) Online technological tools can be used throughout the webinar, making those sessions superior to a face-to-face session.

c) Online sessions can be recorded, viewed at any time of the day, and watched anywhere where internet access exists.

d) Online sessions allow participants to provide evaluation feedback anonymously, yielding more valid assessment of the session.

a) Teacher Leader Model Standard: Advocating for student learning and the profession

b) Teacher Leader Model Standard: Improving outreach and collaboration with families and community

c) Teacher Leader Model Standard: Promoting professional learning for continuous improvement

d) Teacher Leader Model Standard: Promoting the use of assessments and data for school and district improvement

a) Understanding the psychological factors of child growth will aid teacher leaders in providing better instructional supports.

b) Students who can see success for themselves can then assist their parents/guardians toward a similar mind frame of success.

c) Students taking responsibility for their learning are self-regulated learners needing less external accountability forces.

d) Helping students see the importance of mental maturity growth will assist in meeting minimum proficiency on assessments.

a) Send automated email and text messages in multiple languages to each family.

b) Propose to increase the hiring of bilingual/teachers who can assist the student groups.

c) Initiate a culturally relevant assembly to increase bilingual students’ sense of belonging.

d) Provide professional development for teachers to learn basic dialogue in several languages.