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| 1 | |
First-year teachers typically ask questions such as |
| | A) | Will I be able to manage this class? |
| | B) | How can I help this shy child? |
| | C) | Why is this student encountering learning problems? |
| | D) | How can our school implement authentic assessment? |
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| 2 | |
A teacher in the consolidation stage of teacher development exhibits which of the following characteristics? |
| | A) | The teacher tends to be focused on day-to-day tasks and on concerns about classroom management, competence and visits from supervisors. |
| | B) | The teacher begins focusing on students' learning by synthesizing knowledge of the students to analyze learning, social, or classroom management problems while keeping individual student needs in mind. |
| | C) | The teacher has developed a set of instructional and management skills that allows the class to proceed smoothly. The teacher now must decide whether to further develop these skills through professional development and observation of colleagues. |
| | D) | The teacher moves beyond classroom concerns to consider more abstract questions and issues related to education. |
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| 3 | |
What is the goal of induction programs? |
| | A) | to foster strong loyalty to a professional organization such as the NEA |
| | B) | to promote a positive transition into the classroom |
| | C) | to encourage teachers to engage in collaborative action research |
| | D) | to streamline the typically fragmented "in-service" days into a concentrated week of training before the start of the school year |
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| 4 | |
Peer review involves |
| | A) | a longer term process in which an experienced teacher helps guide an intern teacher through school culture and norms. |
| | B) | days in which teachers engage in professional development (and students do not attend school). |
| | C) | two or more teachers working together to research a problem in a school or in classes. |
| | D) | an evaluation conducted by a veteran teacher. |
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| 5 | |
Through professional development programs, teachers may do all of the following EXCEPT |
| | A) | satisfy state requirements for renewal of a teacher's license. |
| | B) | earn an additional endorsement or license in a second teaching field. |
| | C) | earn board certification. |
| | D) | earn a higher salary. |
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| 6 | |
In their first year of teaching, two third-grade teachers notice that their students with limited proficiency in speaking and understanding English are falling behind in math. The teachers design two approaches to help the students make more progress in math, and they field test the approaches in their classes. From this scenario, it appears the teachers are engaging in |
| | A) | mentoring. |
| | B) | in-service days. |
| | C) | collaborative action research. |
| | D) | peer review. |
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| 7 | |
A learning community seeks to create |
| | A) | an environment in which the parents of students become actively involved in the education and the design of the school curriculum. |
| | B) | an environment in which a new or intern teacher partners with a more experienced teacher to learn the norms and culture of a new school. |
| | C) | an intimate and goal-oriented environment where students and teachers can get to know each other as they develop academic goals and values. |
| | D) | a group of teachers that collectively design solutions to an identified education or school problem and then evaluate their success at solving that problem. |
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| 8 | |
Observations of a new teacher in the classroom, such as in a peer review, are often followed by |
| | A) | a period in which the teacher is allowed to reflect on his or her own performance and improve without the input of the observer or administrators. |
| | B) | a conference in which the mentor or supervisor shares with the observed teacher what was liked and what needs improvement. |
| | C) | a period in which the mentor teacher sits in on the teacher's classroom and offers advice to that teacher . |
| | D) | enrollment of the teacher in a professional development program to work on those skills that need improvement. |
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| 9 | |
The career ladder program of Rochester, New York, Career in Teaching, offers teachers |
| | A) | the opportunity to become "master teachers." |
| | B) | the ability to write curricula. |
| | C) | the ability to plan staff development programs. |
| | D) | All these answers are correct. |
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| 10 | |
A criticism of the career ladder approach to teacher recognition is that |
| | A) | the system is basically untested – only five states have adopted a career ladder incentive program with state assistance. |
| | B) | career ladders are not rooted in professionalism. |
| | C) | it lacks clear standards and appropriate evaluation tools. |
| | D) | the only way "up" the ladder is to leave the classroom to become an administrator. |
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| 11 | |
The American Federation of Teachers (AFT) has shifted its image since the 1970s to |
| | A) | become the leading provider of legal defense and protection for teachers. |
| | B) | take on a leadership role in education reform. |
| | C) | become the largest professional organization in the nation. |
| | D) | become the "anti-NEA," offering services to its members that the larger National Education Association does not. |
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| 12 | |
What criticism of teacher organizations like the NEA seems to be most at odds with teacher recognition systems like merit pay? |
| | A) | Unions too often protect incompetent teachers. |
| | B) | Unions often put the needs of teachers above those of students. |
| | C) | Unions fail to provide teachers with the legal advice and help they need to defend themselves. |
| | D) | Unions too often foster battles between teachers and administrators. |
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| 13 | |
Which one of the following statements is true? |
| | A) | Taken together, nine out of ten teachers belong to the membership rolls of the AFT and NEA. |
| | B) | The AFT began backing school desegregation soon after the Supreme Court ruled that separate is not equal. |
| | C) | The NEA took the lead on securing rights for teachers through strikes and other actions. |
| | D) | Only members of the AFT are represented in collective bargaining. |
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| 14 | |
David Pink, in his book A Whole New Mind: Why Right-Brainers Will Rule the Future, argues that |
| | A) | American schools should redouble their efforts to teach math, science, and technology skills so that we do not further lose our edge against more competitive countries. |
| | B) | American workers will begin to turn the tide and cease to be supplanted by low-cost Asian labor and the growth of technology. |
| | C) | schools should teach students fine art and creative skills so that they can focus on designing attractive and pleasing products. |
| | D) | companies should spend less time and effort on making the workplace fun and more time on retraining its workers. |
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