إختبار فى مادة الإشراف والتوجيه التربوى

Leading concerns with implementation 

True
False

Managing concerns with ends

True
False

"Improving conditions" is one of the keys dimensions of successful leadership          

True
False

Having a common language to describe practice decreases the value of the conversations that ensue from classroom observations

True
False

Conversations using  more specific language invite teachers to analyze their own practice and observers to inquire about the decisions a teacher has made in planning and executing a lesson          

True
False

To ensure Teacher Quality and promote Professional Development you should deny   evaluators' skills 

True
False

System designed to promote professional learning can merge and achieve two purposes  

True
False

Principals  don't need Professional Development to evaluate teachers

True
False

Educational Supervision equal Evaluation  

True
False

Educational supervision is participatory in nature  

True
False

Coercion is kind of supervision allows complete freedom to the teachers in their work 

True
False

Educational supervision don't consider group service   

True
False

Supervision is carried out specifically to ensure that minimum standards are maintained in the basic activities of teaching and learning 

True
False

Educational supervision doesn't concern with the development relationship with the society 

True
False

Educational Supervision & Laissez Faire don’t  allow freedom to the teachers in their work  

True
False

Managing concerns with 

Transactions
Means
Systems
a,b and c

Evaluators must be able to recognize

The different components of practice in the classroom.
Interpret that performance against specific levels of evidence
Engage teachers in productive conversations about their practice
a and c

successful Leadership has many key dimensions such as

a- Defining the vision
b- values and direction
c- Improving conditions
d- All of above

  When supervision assumes the role of imparting in service education and training to  the  teachers on the job , this concept refers to 

Inspection
Laissez faire
Democratic leadership
Training and guidance

Is an authoritarian concept of supervision........... 

Coercion
Laissz faire
Inspection
Democratic leadership

...........refers to the improvement of the total teaching – learning  situation and the conditions that affect them.

School supervision
Technical supervision
Clinical supervision
Administrative supervision

The general objective of the supervision  is

The improvement of the whole teaching – learning process
To maintain a cordial relationship with the local community
To assist teachers to identify and analyze learning difficulties and other educational problems
To evaluate the school programs with respect to the growth of the child and the effectiveness of the teaching – learning process

Co-operation of teachers and supervisors on the problems of improving instruction is the basic concept of

Technical supervision
democratic supervision
Administrative supervision
Clinical supervision

one of the basic requirements of administration that concerns itself with the tactics of efficiency and effective management of human and material

Inspection
Supervision
Coaching

refers to the improvement of the total teaching-
learning situation

Inspection
Leadership
Good management
School supervision

Educational supervisor provides specific guidance to enhance

a- Monitoring and evaluation
b- Counseling and mentoring
c- Professional development and personal development

one of The objectives of supervision can .........     professional leadership  

evaluate
provide
Diagnose

Educational supervision is considered 

group service
individual work
part of school master

Educational supervision plans Must be designed to fulfil 

a- All personal requirements of the School
b- All personal requirements of the principal
c- All personal requirements of teachers

one of the  types of educational supervision

a- Constructive supervision
b- Communicative supervision
c- Clinical supervision

The supervisor is the overseer of the work of another person to ensure its quality and completion within the stipulated period 

True
False

supervision is employed widely in many fields of human endeavor

True
False

Technical supervision means oversight of organization operations, organization of people and resources, and implementation of policies and procedures in a way that directs activities towards organization goals and objectives

True
False

Administrative Supervision is concerned with the efficient and effective delivery of services

True
False

Administrative Supervision is  the interaction between supervisory authority on the one hand and an executive institution on the other hand 

True
False

Technical is aimed at gathering information on how a policy is executed, evaluating and possibly adjusting by issuing sanctions

True
False

Administrative Supervision is a learning process involving face-to-face regularly scheduled conferences with a qualified social work administrator

True
False

Administrative Supervision includes developing and implementing policies, procedures, and budgets; hiring, supervising, and evaluating employees at all levels of the organization 

True
False

The supervisor's position in the administrative structure links that binds such diverse groups as the board, the executive and the staff, and works for understanding between them

True
False

The supervisor establishes a two-way communication between the staff and the executive enabling an understanding of each other's need

True
False

Technical Supervision means supervision given to subordinate technical staff by technically or professionally qualified personnel 

True
False

administrative supervision seeks to maintain the effectiveness of the organization by following specific policies and procedures that personnel must follow to ensure successful outcomes occur

True
False

The focus of Technical supervision is on productivity, workload management and accountability, not individuals   

True
False

The term clinical supervision is not interchangeable with counselor supervision

True
False

Supervisor must recognize that resistance is about personality defect of the counselor and not about change

True
False

Supervisor should Instead of arguing with staff   

True
False

To resolve defensiveness and engage your supervisees, you must also honor the resistance and acknowledge their concerns 

True
False

you must be clear regarding what your supervision program entails and must consistently communicate your goals and expectations to staff   

True
False

When counselors respond defensively or reject directions from you, don't try to understand the origins of their defensiveness and to address their resistance 

True
False

the clinical supervisor, wear several important “hats.” He facilitate the integration of counselor self awareness, theoretical grounding  

True
False

You are the primary link between administration and front line staff, interpreting and monitoring compliance with agency goals, policies  

True
False

Clinical supervision reduce staff retention and morale 

True
False

Clinical supervision needs the full support of agency administrators

True
False

The supervisory relationship is the crucible in which ethical practice is developed and reinforced  

True
False

Clinical supervision is a skill in and of itself that has to be developed 

True
False

Culture variables doesn't influence the supervision process  

True
False

Supervisors need to continually strive for cultural competence  

True
False

Clinical supervision shouldn't involve direct observation methods 

True
False

The basic five-stage clinical supervision sequence suggested by Gold hammer (1969)   

True
False

Supervision of instruction has become very necessary in recent times because of the importance attached to education 

True
False

Through supervision the principal can provide meaningful feedback and direction to teachers that can have profound effect in the learning  

True
False

The principal as a supervisor provides a professional guidance to teachers in order to improve their competencies for effective teaching process 

True
False

Classroom visit  isn't one of the Educational Supervision Techniques 

True
False

The main purpose of the principals’ classroom visitation according to the definition is for the improvement of the teaching/ learning process 

True
False

The supervisor shouldn't plan his visitation together with the teacher 

True
False

" showing the flag " isn't a Type of classroom visits 

True
False

" walkthroughs " is  a Type of classroom visits  

True
False

" five- to 15-minute mini-observations " isn't a Type of classroom visits

True
False

" full-period " is  a Type of classroom visits  

True
False

The supervisor should concentrate on the total learning situation, students – teacher behavior and the attitude of the students 

True
False

Visitation shouldn't be at the approval of the teacher

True
False

The supervisor should attempt to discover strong points in the learning situation, discuss the past during conference  

True
False

The supervisor should openly show disapproval of what happens in the classroom

True
False

If we want Teacher evaluation systems that teachers find meaningful we must engage teachers in those activities that promote namely self-assessment 

True
False

The principal goes to the classroom to see what the teacher says and does, what the students say and do 

True
False

The principal should give a copy of his or her notes to the teacher

True
False

The principal analyzes the notes against the evaluative criteria and levels of performance.

True
False

The teacher reflects on the lesson using the observer's notes and assesses the lesson against the evaluative criteria 

True
False

The teacher and the principal discuss the lesson. The teacher puts the lesson into context for the principal, and together they decide on the teacher's strengths and areas for growth 

True
False

The Principal should observe Teachers’ job , performance and The relationship between teachers’ and students  

True
False

Classroom visitation would be real observation period

True
False

If the data was seriously distorted, then the whole observation becomes worthless 

True
False

conversations go best when the principal’s feedback focuses on one or two specific points 

True
False

principals shouldn't  make a point of asking about student learning 

True
False

A principal’s most important role is instructional leader  

True
False

Coaching has emerged as one of the more effective professional development options for adult learners   

True
False

Supervisor is one who helps teachers to recognize what they know and can do

True
False

Coach is one who ensures that teachers meet the requirements of their positions at a satisfactory level and continue to do so over time

True
False

Instructional coaching provides individual teachers with one-to-one assistance working on identified instructional needs 

True
False

Supervisor help teachers identify the focus and then work with them to reflect on and improve their practice

True
False

Coaching can serve as a school-wide school improvement strategy 

True
False

The principal as an evaluator serves as the responsible for engaging teachers in a process that respects them as learners, and works with them to reflect on their teaching and identify ways to strengthen their practice 

True
False

Coach is responding to another’s needs, values, and perceptions 

True
False

coaching is new to the culture of many schools, and staff members often feel suspicious about claims that the coach is there to help 

True
False

The primary role of the Supervisor is to ask questions that are open-ended and promote cognition

True
False

Listening, probing for deeper meaning, and being non-judgmental are critical skills for supervisor 

True
False

Good coaching is built on a foundation of trust. It occurs when the coach creates a open, respectful and inviting setting 

True
False

Coaching can be forced 

True
False

Coaching can be see as punishment or as a requirement. Good coaches create a setting that welcomes teachers and in which teachers choose to participate

True
False

Good supervisors help teachers identify goals for their work and support the teacher’s efforts to improve

True
False

Perhaps no other skill is as important as the ability to listen intently to those being coached 

True
False

Good coaches ask thoughtful, close-ended questions that promote reflection 

True
False

Good coaches don’t tell teachers what to do 

True
False

Peer observation of teaching (POT) A process by which an educator observes the teaching of another educator , with the purpose of providing constructive feedback on the teaching process

True
False

A number of studies have linked peer observation of teaching to enhancing professional practice 

True
False

the processes of observation and evaluation require a very high degree of professional ethics and objectivity

True
False

Quality Assurance focus on learning

True
False

Quality Enhancement focus on learning 

True
False

Quality Assurance teaching as individual performance

True
False

Quality Enhancement learning as social practice  

True
False

Quality Assurance focus on professional development

True
False

Top-down implementation by managers not active in teaching is Quality Assurance   

True
False

Active management of teachers during implementation is a Quality Enhancement  

True
False

Quality Assurance is Inflexible, non-negotiable approach based on standards 

True
False

Quality Enhancement is flexible, context-sensitive approach based on building knowledge 

True
False

Quality Assurance has little acknowledgement of the link between teaching and research 

True
False

Quality Enhancement seeks to establish links between teaching and research through reflection on practice 

True
False

Quality Enhancement may undermine professional autonomy through surveillance activity 

True
False

Quality Assurance focuses on the teacher as an individual practitioner 

True
False

Quality Enhancement Seeks to increase collaboration between teachers and across disciplines 

True
False

Quality Enhancement Emphasis on documentation 

True
False

Improvements to teaching practice; development of confidence to teach and learn more about teaching one of Benefits of Peer Observation of Teaching Numerous 

True
False

It is essential for the supervisor to understand the supervisee’s perception of the data from lesson observation and its meaning in order to cater for individual supervisees’ learning needs 

True
False

The administrative supervisor should

Model the highest ethical standards
Have a clear understanding of management theory and principles.
Be skilled in helping the supervised individual develop competence in planning, organizing
All of these

The administrative supervisor should 

Diagnose problems and factors that are involved in a problem area
Implement a supervisory program
Have an understanding of social work practice
Implement a supervisory program

The administrative supervisor should 

Be skilled in helping the supervised individual in the area of fostering productivity
Model for the supervised individual a commitment to the social work profession and to one’s own continuing professional growth
Demonstrate the ability and willingness to deal with difficult issues
All of these

Technical supervisor should 

Recognize when it is necessary to secure consultation regarding his/her work with the supervised individual
Be skilled in helping the supervised individual increase sensitivity to cultural diversity
Be skilled in delegating responsibility and holding people accountable
None of these

A developmental and supportive relationship that requires the supervisor working in various capacities as consultant, counselor and teacher . 

Counselor supervisor
Clinical Supervision
Administrative Supervision
A and B

the supervisor works to promote counselor awareness, knowledge and skills 

Clinical or Counselor supervisor
Technical Supervision
Administrative Supervision
none of these

recognize that each counselor comes into the supervision relationship with a unique set of skills, knowledge, and developmental needs based on training, experience, and personal attributes

Clinical or Counselor Supervisor
Technical Supervisor
Administrative Supervisor
none of these

go through a set of developmental Phases, supervisors are in a position to assist counselors in developing greater awareness of cognitive and affective factors that impact the client–counselor relationship

Technical Supervisor
Clinical Supervisor
Administrative Supervisor
none of these

support counselor autonomy, and maintain sufficient motivation to continue to grow as professional rehabilitation counselors 

Technical Supervisor
Administrative Supervisor
Counselor Supervisor
none of these

His relationships requires active listening

Technical Supervisor
Administrative Supervisor
Clinical Supervisor
none of these

The Causes of Resistance of Clinical Supervision 

Some of your supervisees may have been in the field longer than you have and see no need for supervision
Some counselors, having completed their graduate training, do not believe they need further supervision
Ageism, sexism, racism, or classism
All of these

Pre- Observation Conference Stage is the …….. of the Clinical Supervision stages  

First
Second
Third
Fourth

Classroom Observation Stage is the …….. of the Clinical Supervision stages 

First
Second
Third
Fourth

Data Analysis and Strategy Stage is the …….. of the Clinical Supervision stages . 

First
Second
Third
Fourth

Conference Stage is the …….. of the Clinical Supervision stages 

First
Second
Third
Fourth

Post Conference Analysis is the …….. of the Clinical Supervision stages . 

First
Second
Third
Fifth

Teacher’s Task in this stage is to mentally rehearse and orally describe the upcoming lesson, including the purpose and the content, what the teacher will do, and what students are expected to do and learn

Pre- Observation Conference
Classroom Observation
Data Analysis
Conference Stage

Teacher’s Task in this stage is to help make sense of the data 

Pre- Observation Conference
Classroom Observation
Data Analysis
Conference Stage

Teacher’s Task in this stage is to teach the lesson as well as possible

Pre- Observation Conference
Classroom Observation
Data Analysis
Conference Stage

Teacher’s Task in this stage is to provide honest feedback to the clinical supervisor about how well the clinical supervision cycle went

Pre- Observation Conference
Post Conference Analysis
Data Analysis
Conference Stage

Teacher’s Task in this stage is to critically examine his or her own teaching with an open mind and to tentatively plan for the next lesson.  

Pre- Observation Conference
Post Conference Analysis
Conference stage
Conference Stage

Clinical Supervisor’s Task in this stage is to learn about and understand what the teacher has in mind for the lesson to be taught by asking probing and clarifying questions

Pre- Observation Conference
Classroom Observation
Data Analysis and Strategy
Conference Stage

Clinical Supervisor’s Task: To make some sense of the raw data and to develop a plan for the conference

Pre- Observation Conference
Classroom Observation
Data Analysis and Strategy
Conference Stage

Clinical Supervisor’s Task in this stage is to record events occurring during the lesson as accurately as possible

Pre- Observation Conference
Classroom Observation
Data Analysis and Strategy
Conference Stage

Clinical Supervisor’s Task in this stage is to critically examine his or her own performance during the clinical supervision cycle

Pre- Observation Conference
Post Conference Analysis
Data Analysis and Strategy
Conference Stage

Clinical Supervisor’s Task: To help clarify and build upon the teacher's understanding of the behaviors and events that occurred in the classroom

Pre- Observation Conference
Post Conference Analysis
Conference stage
Data Analysis and Strategy

Clinical Supervisor’s Task: To help clarify and build upon the teacher's understanding of the behaviors and events that occurred in the classroom

Pre- Observation Conference
Post Conference Analysis
Conference stage
Data Analysis and Strategy

" What type of data will be recorded ? " should be considered in this stage 

Pre- Observation Conference
Classroom Observation
Data Analysis and Strategy
Conference Stage

" What patterns are evident in the data?" should be considered in this stage 

Pre- Observation Conference
Classroom Observation
Data Analysis and Strategy
Conference Stage

" What patterns and critical incidents are evident in the data?" should be considered in this stage .

Pre- Observation Conference
Post Conference Analysis
Data Analysis and Strategy
Conference Stage

" how well did the clinical supervision cycle go? " should be considered in this stage .

Pre- Observation Conference
Post Conference Analysis
Conference stage
Data Analysis and Strategy

The first step of training Program for Evaluators is  

Participant learn how to recognize the sources of evidence for each component and element
Participant learn how to interpret the evidence against the rubrics for each component's levels of performance
Participant learn how to calibrate their judgments against those of their colleagues.
Participant familiarize themselves with the structure of the framework for teaching

The second step of training Program for Evaluators is : 

Participant familiarize themselves with the structure of the framework for teaching
Participant learn how to interpret the evidence against the rubrics for each component's levels of performance
Participant learn how to recognize the sources of evidence for each component and element
Participant learn how to calibrate their judgments against those of their colleagues

The third step of training Program for Evaluators is  

Participant learn how to interpret the evidence against the rubrics for each component's levels of performance
Participant familiarize themselves with the structure of the framework for teaching
Participant learn how to recognize the sources of evidence for each component and element
Participant learn how to calibrate their judgments against those of their colleagues

The fourth step of training Program for Evaluators is  

Participant familiarize themselves with the structure of the framework for teaching
Participant learn how to calibrate their judgments against those of their colleagues.
Participant learn how to recognize the sources of evidence for each component and element
Participant learn how to interpret the evidence against the rubrics for each component's levels of performance

Challenge facing Clinical Supervision is 

Time Management
Setting of priorities
Scheduling of both observations and Conference
All of these

The principal as a supervisor provides a professional guidance to teachers in 

preparation of lesson plan
lesson notes after lesson delivery
classroom teaching
All of these

effective supervisory technique is 

self-appraisal method
micro-teaching
classroom visitation
All of these

a successful and harmonious visitation should include 

Existence of good rapport between teachers and supervisor
The supervisor should carefully prepare the visit
A conference should precede and follow the visit
All of these

The first step of Coaching Model is 

Analysis and Reflection
Observation/ Data Collection
Planning
None of these

The second step of Coaching Model is 

Analysis and Reflection
Observation/ Data Collection
Planning
None of these

The third step of Coaching Model is 

Analysis and Reflection
Observation/ Data Collection
Planning
None of these

During this step the teacher and coach meet to discuss the coaching, identify a focus for data collection, and agree on when an observation will occur

Analysis and Reflection
Observation/ Data Collection
Planning
None of these

This phase provides an opportunity to meet with the teacher to talk about the observation and the data that were collected. The emphasis is on engaging the teacher in a conversation to analyze and think about his or her teaching

Analysis and Reflection
Observation/ Data Collection
Planning
None of these

This step includes a visit to the classroom and collection of data that will inform a discussion about the focus area identified in the planning phase

Analysis and Reflection
Observation/ Data Collection
Planning
None of these

The first stage of POT Cycle is 

Pre-meeting to set focus
Classroom Observation
Post Observation meeting for feedback reflection and future actions
Reflection in Writing Focus on own teaching

The Second stage of POT Cycle is 

Classroom Observation
Pre-meeting to set focus
Post Observation meeting for feedback reflection and future actions
Reflection in Writing Focus on own teaching

The Second stage of POT Cycle is 

Classroom Observation
Post Observation meeting for feedback reflection and future actions
Pre-meeting to set focus
Reflection in Writing Focus on own teaching

The Fourth stage of POT Cycle is 

Classroom Observation
Post Observation meeting for feedback reflection and future actions
Pre-meeting to set focus
Reflection in Writing Focus on own teaching