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1 | |
Selina Jiminez is a teacher at Central High School and performs many diverse activities throughout a typical workday, a few of which are described below. Which of the following activities are not part of a teacher's schoolwide leadership role? |
| | A) | At 10:00 a.m., Selina meets with the other members of her department to plan a field trip. |
| | B) | After a quick lunch, Selina calls a few parents who have expressed an interest in helping in the class to ask them if they are interested in assisting with a project she is planning for the following week. |
| | C) | At 4:30 p.m., Selina meets with the principal to discuss the status of the upcoming school dance for which she is chairperson. |
| | D) | All of the above activities are leadership aspects of teaching. |
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2 | |
The students at Martin Luther King Grammar School come to school on buses that arrive on time. They settle themselves into classrooms that reflect no sign of last night's open house. The supply closets are filled with everything that they could need, a couple of qualified substitutes are in attendance to teach in place of two teachers who are sick, and the cafeteria workers are already busily preparing for a nutritional hot lunch. All of these situations illustrate ________. |
| | A) | the diverse and independent nature of educational institutions |
| | B) | the number of interdependent actions required to bring about a day's worth of instruction for students |
| | C) | how school activities are broad in nature and incomparable to the point that requires coordination |
| | D) | that the various job responsibilities found in schools are fairly easy to administer. |
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3 | |
Ethos, tone, and community are all terms coined by educators to refer to ________. |
| | A) | school culture and the way that school members think about their beliefs and actions |
| | B) | social action and community expectations for teachers |
| | C) | the unique demographic characteristics of a particular community |
| | D) | all of the above |
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4 | |
Schools in many ways are like other formal organizations in that most members of the school community ________. |
| | A) | are there to perform a job |
| | B) | are there because they voluntarily choose to be |
| | C) | are being paid to be there |
| | D) | are directed toward the accomplishment of common goals |
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5 | |
The expectations that people have for one another in particular settings are called ________. |
| | A) | norms |
| | B) | roles |
| | C) | cultural expectations |
| | D) | situational expectations |
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6 | |
The five fourth-grade teachers at Weaver Elementary School are teaching a unit on insects and, like at most schools, each has control of the specific material presented and work assigned. Some teachers are doing research papers, some require oral reports, and others are relying on testing only. This is explained by the ________. |
| | A) | hands-off norm |
| | B) | social learning norm |
| | C) | autonomy norm |
| | D) | independence norm |
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7 | |
Which of the following statements does not describe a contradictory feature of a teacher's role? |
| | A) | Teachers are expected to teach each child individually within a large group setting. |
| | B) | Teachers are expected to grade students yet are also asked to perform schoolwide leadership. |
| | C) | Teachers are expected to maintain a degree of distance from students yet must bond with them to help them learn. |
| | D) | None of the above. |
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8 | |
Although there is a mandatory curriculum at Grover Cleveland Middle School that most teachers try to follow as closely as possible, it is common practice for teachers to pick and choose the units upon which they will focus most of their instruction. Sometimes they do not meet all of the goals identified in the curriculum. This problem is caused by ________. |
| | A) | the school's cellular structure |
| | B) | the fact that schools are loosely coupled |
| | C) | the autonomy norm |
| | D) | all of the above |
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9 | |
The National Education Association (NEA) reports that teachers typically work ________. |
| | A) | fewer than 40 hours per week |
| | B) | fewer than 45 hours per week |
| | C) | between 45 and 50 hours per week |
| | D) | more than 50 hours per week |
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10 | |
Jennifer Davis is one of several third-grade teachers at Maria Sanchez Elementary School. The third-grade curriculum mandates that each teacher instruct a unit on astronomy. The teachers are free to teach the lessons as they please within the confines of their classrooms. Astronomy has always been a special interest of Jennifer's, and she possesses an extensive collection of materials that will enable her to teach very interesting and exciting lessons to her students. She notices that her colleagues possess a very basic knowledge of the subject, but she hesitates to offer her guidance and assistance. Her hesitance is likely due to ________. |
| | A) | the autonomy norm |
| | B) | the loosely coupled feature of schools |
| | C) | the hands-off norm |
| | D) | the cellular structure of schools |
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11 | |
Which of the following characteristics has not been shown to be a feature of effective schools? |
| | A) | Clear academic and social behavior goals for all students. |
| | B) | Frequent and monitored homework for all students. |
| | C) | Low-key and private methods of reward to avoid undue competition. |
| | D) | High degree of involvement from parents and community members in school issues. |
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12 | |
Schools can make effective use of technology by creating Web sites that ________. |
| | A) | post daily grades |
| | B) | post attendance records |
| | C) | post homework assignments |
| | D) | all of the above |
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13 | |
Which of the following topics would least likely be a subject of conversation in the teachers' lounge? |
| | A) | A particular student's personality. |
| | B) | The school football team's chance of making it to the finals. |
| | C) | A new subdivision being built in town. |
| | D) | A lively exchange of educational materials and ideas for lessons. |
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14 | |
Which of the following is an attribute of social organization in effective schools? |
| | A) | Frequent and monitored homework. |
| | B) | High academic learning time. |
| | C) | Coherently organized curriculum. |
| | D) | Public rewards and incentives. |
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15 | |
Several specific actions can be taken by new teachers to establish a positive working relationship with the principal. Which of the following actions would not be a good idea? |
| | A) | Keeping the principal posted as to concerns that you have regarding another teacher. |
| | B) | Sending the principal complimentary notes if he or she does something that you like. |
| | C) | Initiating regular meetings with the principal to discuss problems and expectations. |
| | D) | All of the above. |
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16 | |
John Palmer, a new first-grade teacher at Lincoln Elementary School, recognizes the importance of establishing a good working relationship with parents. Which of the following would help him build positive parental relations? |
| | A) | Make regular phone calls to parents. |
| | B) | Send weekly or monthly newsletters to parents. |
| | C) | Ask parents for help with special projects. |
| | D) | All of the above. |
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17 | |
Teacher newsletters should ________. |
| | A) | avoid formalized newspaper formats so that they are easier to read |
| | B) | be sent consistently |
| | C) | avoid highlighting good work of particular students |
| | D) | all of the above |
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18 | |
Shelly Hernandez is very nervous about the upcoming teacher conferences that she must conduct. Shelly can best ease her anxieties by ________. |
| | A) | concentrating efforts on factors within her ability to control and influence |
| | B) | relying on positive and negative reinforcers as effective motivational tools |
| | C) | planning the conferences well in advance and being very familiar with each student's progress |
| | D) | not worrying too much about the conferences; her charismatic skills and friendly nature will get her through |
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19 | |
When facing proposals for school reform and deciding on which issues to become involved in, new teachers should ________. |
| | A) | become involved in as many issues as possible |
| | B) | find a controversial issue that they strongly believe in so that they will be noticed |
| | C) | assess the nature of the proposal and whether it coincides the school's overall vision |
| | D) | avoid involvement for the first year or two and focus on the instructional aspects of teaching instead |
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