Combo / 5411 Wgu (introduction To Leadership) – Flashcards

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Interstate School Leaders Licensure Consortium
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ISLLC
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Identified and established a set of professional standards for school leaders. (Six strands) Create a level of accountability.
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Interstate School Leaders Licensure Consortium (ISLLC)
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A school administrator has and emphasizes: A clear vision of learning; School culture and instructional program; effective management of facilities; Collaboration with stakeholders; Acts with integrity, fairness, and ethics; promotes the larger political/ social/ economic contexts.
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Six Strands (ISLLC)
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Knowledge in setting goals and stating a clear mission; Possesses strong communication skills; Understands quality instruction; coordinates with staff; collaborates with community; supports students, staff, and parents; and creates a safe environment.
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Commonly mentioned characteristics of a effective leader
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Honest, considerate, respectful, caring, optimistic, and knowledgeable.
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Community expectations of a school leader:
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Teachers manage their classrooms and make decisions regarding students. (Creates a feeling of trust and confidence)
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Indirect method
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The Administration is highly involved in making top-down decisions and creating influences that may stifle a teacher's motivational creativity.
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Direct Method
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An effective leader is one who promotes ______________ in the management of the educational institution.
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Teamwork
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A leader that uses one style of leadership for one situation or group of people and then changes it to another style in another situation or with another group of people.
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Situational Leadership Style
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Situational Leadership synonym: Changes the way that they lead depending on the group involved and the situation at hand.
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Contingency Leadership Style
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Autocratic, Democratic, Laissez-faire
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Lewis's Three styles of leadership (1939)
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Exploitative, Authoritative, Benevolent authoritative, Consultative, and Participative.
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Likert's five styles of leadership (1960s)
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Grouped under Transactional: Leader exerts power over employees by planning, organizing, and monitoring the work. (No creative benefits for employees)
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Autocratic Leadership Style
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Grouped under Transactional: Autocratic Synonym. Micro-management.
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Tasked Oriented Leadership Style
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The leader sets clear expectations and guidelines, while establishing roles and making an obvious division between employees and leader. (Leader makes decision on his own, without much input from the group.)
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Authoritarian Leadership Style
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Authoritarian Synonym: Ivory tower philosophy. Leader makes decisions and expects the employees to follow.
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Dictatoral Leadership Style
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Leader includes employees in the decision-making process but may make the final decision his/her self. A spectrum of involvement of other ranges from high to low participation levels, which may depend on the type of decision and the expertise of stakeholders. (slow approach.)
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Participative Leadership Style
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Participative Synonym: Employees participate in the decision making process. (Leader wants everyones input before making a decision.
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Democratic Leadership Style
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Leader allows employees to function on their own, and only monitors and communicates with the team. The employees receive very little guidance, roles, and responsibilities are not clarified, most decisions are left up to the group.
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Laissez-Faire Leadership Style
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Laissez-Faire Synonym: Leader gives most of the power to the employees for making decisions and setting rules and procedures. Leader tends to sit back and watch.
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Delegative Leadership Style
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Leader places emphasis on procedures, contingent rewards, work outcomes, and short term tasks, by taking control of employees and ensuring they are in compliance.
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Transactional Leadership Style
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Leader utilizes personal creativity, motivation, constant communications, and relationships to inspire a team with a shared vision and to consider changes as needed.
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Transformational Leadership Style
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Interstate School Leaders Licensure Consortium
answer
ISLLC
question
Identified and established a set of professional standards for school leaders. (Six strands) Create a level of accountability.
answer
Interstate School Leaders Licensure Consortium (ISLLC)
question
A school administrator has and emphasizes: A clear vision of learning; School culture and instructional program; effective management of facilities; Collaboration with stakeholders; Acts with integrity, fairness, and ethics; promotes the larger political/ social/ economic contexts.
answer
Six Strands (ISLLC)
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Knowledge in setting goals and stating a clear mission; Possesses strong communication skills; Understands quality instruction; coordinates with staff; collaborates with community; supports students, staff, and parents; and creates a safe environment.
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Commonly mentioned characteristics of a effective leader
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Honest, considerate, respectful, caring, optimistic, and knowledgeable.
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Community expectations of a school leader:
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Teachers manage their classrooms and make decisions regarding students. (Creates a feeling of trust and confidence)
answer
Indirect method
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The Administration is highly involved in making top-down decisions and creating influences that may stifle a teacher's motivational creativity.
answer
Direct Method
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An effective leader is one who promotes ______________ in the management of the educational institution.
answer
Teamwork
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A leader that uses one style of leadership for one situation or group of people and then changes it to another style in another situation or with another group of people.
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Situational Leadership Style
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Situational Leadership synonym: Changes the way that they lead depending on the group involved and the situation at hand.
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Contingency Leadership Style
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Autocratic, Democratic, Laissez-faire
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Lewis's Three styles of leadership (1939)
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Exploitative, Authoritative, Benevolent authoritative, Consultative, and Participative.
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Likert's five styles of leadership (1960s)
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Grouped under Transactional: Leader exerts power over employees by planning, organizing, and monitoring the work. (No creative benefits for employees)
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Autocratic Leadership Style
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Grouped under Transactional: Autocratic Synonym. Micro-management.
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Tasked Oriented Leadership Style
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The leader sets clear expectations and guidelines, while establishing roles and making an obvious division between employees and leader. (Leader makes decision on his own, without much input from the group.)
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Authoritarian Leadership Style
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Authoritarian Synonym: Ivory tower philosophy. Leader makes decisions and expects the employees to follow.
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Dictatoral Leadership Style
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Leader includes employees in the decision-making process but may make the final decision his/her self. A spectrum of involvement of other ranges from high to low participation levels, which may depend on the type of decision and the expertise of stakeholders. (slow approach.)
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Participative Leadership Style
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Participative Synonym: Employees participate in the decision making process. (Leader wants everyones input before making a decision.
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Democratic Leadership Style
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Leader allows employees to function on their own, and only monitors and communicates with the team. The employees receive very little guidance, roles, and responsibilities are not clarified, most decisions are left up to the group.
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Laissez-Faire Leadership Style
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Laissez-Faire Synonym: Leader gives most of the power to the employees for making decisions and setting rules and procedures. Leader tends to sit back and watch.
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Delegative Leadership Style
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Leader places emphasis on procedures, contingent rewards, work outcomes, and short term tasks, by taking control of employees and ensuring they are in compliance.
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Transactional Leadership Style
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Leader utilizes personal creativity, motivation, constant communications, and relationships to inspire a team with a shared vision and to consider changes as needed.
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Transformational Leadership Style
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Local school districts cannot use race to balance school populations. (Overturns Brown) No "balancing" school populations.
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Parents v. Seattle (2007)
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Okay for School District and Princple to restrict students pro-illegal drug speech at school event.
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Morse v. Fredrick (2007)
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Anti-recruiting rules do not violate the first amendment. (rule prohibiting high school coaches from recruiting middle school athletes does not violate the 1st amendment.)
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Tennessee v. Brentwood (2007)
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Parents can represent themselves in IDEA litigation
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Winkleman v. Parma (2007)
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Schools cannot start the day with bible readings.
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Abington township v. Schempp (1963)
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Providing Title 1 programs in parochial schools violates the lemon test. (Entanglement of church and state)
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Aguilar v. Felton (1985)
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Student profane, lewd speech (Schools giving disciplinary sanctions for profane language is not a violation of the 1st amendment. School rules do not have to be as specific as legal code.)
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Bethel v. Fraser (1986)
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Okay to led textbooks to parochial schools free of charge.
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Board v. Allen
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Segregation not allowed in schools. Overturns Plessy v. Ferguson.
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Brown v. Board
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Mandatory maternity leave. (Can't force a woman to take early maternity leave nor mandate how long she is gone when the baby is born. Such School/District rules are unconstitutional.
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Cleveland BOE v. LeFleur
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Funding-
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The Committee for Educational Rights v. Edgar
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Student drug testing- Requiring all students to consent to drug testing (cup peeing) if they want to participate in extracurricular activities is legal.
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Board of Ed of Independent school district no 92 of Pottawatomie City v. Earls
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Evolution/ Creationism- Requiring Creationism is a violation of the establishment clause.
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Edwards v. Aguillard
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Busing Parochial Students (Reimbursement of parents busing students to catholic schools on public transportation is not a violation of 1st amendment when it is part of a general transportation reimbursement scheme
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Everson v. Board of Education
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Student due process; Public school must conduct a hearing before suspending a school.
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Gloss v. Lopez
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(Title 9 suit) Gender based discrimination- Student can seek monetary damages/
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Franklin v. Gwinnett County Public Schools
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Title 9 Suit) Students who are sexually taunted, groped, or harassed by their teachers cannot sue school districts for money damages unless a district official actually knew about the abuse and did nothing about it.
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Gebster v. Lago Vista School District
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Free Speeck/ EAA/ Facilities- Schools cannot limit the free speech that takes place in a "Limited public forum" (Religious club)
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Good news club v. Milford CSD
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Picketing Near School- Citizens have a broad right to freely express their political views in a variety of public places.
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Graynard v. City of Rockford
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Regulation of school sponsored- student newspaper- speech) (Students speech can be regulated by the school if the school has a legitimate concern in regulating the speech.)
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Hazlewood School District v. Kuhlmeier
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Corporal Punishment- Students can't be paddled without a hearing.
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Ingraham v. Wright
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Board censorship of library books- Limitation of the power of local school boards to remove library books from jr and sr high schools.
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Island trees union free school district no 26 v. Pico
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No credit for schoolwork missed while on suspension. Suspension is procedural regardless as to where it lands on the school calendar- thus a student missing the last three days of school due to suspension, causing him or her to fail classes, is within the school's rights.
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Lamb v. Panhandle
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School facility use by religious groups permitted.
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Lams chapel v. Center Moriches Union free school district
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English Second Language Instruction necessary. Title 6 Civil rights act case/
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Lau v. Nichols
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School prayer- No prayer at graduation
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Lee v. Weisman
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Church/State entanglement- Laws cannot promote or inhibit religion.
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Lemon v. Kurtzman
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Religious instruction- using public facilities for religious instruction in schools violates the establishment clause.
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McCollum v. BOE Champaign no 71
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Establishment clause jurisprudence - Is is alright for loans to be made to religious schools. (Chapter 2- Education consolidation and improvement act)
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Michell v. Helms
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Tax break satisfies lemon test establishment clause.
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Muller v. Allen
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Students grading papers (FERPA) Peer grading banned.
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Owassa v. Falvo
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Teacher First Amendment Rights- Dismissal of a teacher for public statements regarding issues of public importance without showing that the statements are recklessly false violate the 1st amendment.
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Pickering v. Board of Education
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Only public school attendance- States/Districts cannot mandate that students attend only public schools.
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Pierce v. Society of Sisters
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Schools can't deny enrollment to illegal aliens as it violates the equal protection law of the 14th amendment
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Plyer v. Doe
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Student Search allowed at a lower level than law enforcement (Reasonable Belief), because schools have a higher protection requirement.
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New Jersey v. TLO
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Funding- Reliance on property taxes to fund public schools does not violate the equal protection clause. Absolute equality of educational funding is not required.
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San Antonio Independent School District v. Rodriguez
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School Prayer- Allowing student initiated prayer in high school football games violates the establishment clause.
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Santa Fe Independent School District v. Doe
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Funding- Districts can receive higher funding due to lack of taxes. Funding does not have to be equal for districts/
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Serrano v. Priest
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Teacher Freedom Association/ The state has the right to investigate the competence and fitness of those it hires, however, it cannot compel a teacher to disclose all their association ties to impair the teachers right of association.
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Shelton v. Tucker
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Posting 10 Commandments- unconstitutional.
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Stone v. Grahm
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Student Symbolic Speech- Public schools cannot punish a student for wearing a black armband as a anti-war protest unless it inhibits the rights of others.
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Tinker v. Des Moines
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The Guns Free Act exceeds Congress' Commerce Clause Authority- Laws prohibiting guns near schools as a criminal statute is not a violation of the 2nd amendment.
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United States v. Lopez
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Alabama's minute of silence- Since the purpose of the law was to endorse religion it violates the lemon law and is not allowed.
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Wallace v. Jaffree
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Pledge of Allegiance- Schools cannot force students to salute the flag nor say the pledge of allegiance.
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West Virginia SBE v. Barnett
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Amish not compelled to attend public school- Free exercise clause-
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Wisconson v. Joas Yoder
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Private School Vouchers- Ohio's voucher program did not violate the establishment clause, Created a set of criteria for vouchers to meet in order to be constitutional.
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Zelman v. Simmons-Harris
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Release for Religious Instruction- Released time programs are acceptable if the instruction takes place away from school campus and is not publicly funded.
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Zorach v. Clausen
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Sp. Ed. Defined free appropriate public education
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Board of Ed of Hendrick Hudson Central School District v. Rowley
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Sp. Ed- Schools shall not expel children for behaviors related to their handicaps.
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Honig, v. Doe
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Individuals with disabilities education improvement act.
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IDEIA
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Individuals with disabilities education improvement act (IDEIA)
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Right to an education for all students with disabilities in the public school system.
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Part of IDEIA six major principles- No child with a disability can be excluded from a public education.
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Zero Reject
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Part of IDEIA six major principles- Non biased testing
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Protection in the evaluation process
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Part of IDEIA six major principles- Development of an IEP- includes related services according to the needs of the student.
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FAPE
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Part of IDEIA six major principles- children with disabilities must be educated with non-disabled students maximum extent possible.
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LRE
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Part of IDEIA six major principles- Provide parents and students rights regarding assessment, placement, and services.
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Due process procedures
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Part of IDEIA six major principles- Parents and student as appropriate be included in the planning of the student's education.
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Parent and Student Participation
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Focuses on: Students age 3-21, Public school, staff providing services, yearly evaluations, transition services to part c, IEP required.
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IDEIA part B
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Focuses on: Children 5 and under, Access to general education curriculum, participation and accommodations in high stakes tests, Assertive tech access, Federal funding to support Sp, ed programs, Tuition reimbursement for private school placement.
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IDEIA Part A
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Focuses on: Students with disabilities Birth to 3, Family and child services in natural environments (home), Service or case manager required, Evaluations 2 times per year, Transition into B, IFSP required.
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IDEIA Part C
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Civil rights given to individuals with disabilities- focused on stopping discrimination in education, employment, or any other community setting. Required compliance for federal funds.
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Section 504 Rehabilitation Act of 1973
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Based on Section 504, extends civil rights to individuals with disabilities in the private sector employment, public services, public accommodations, transportation, and telecommunications. (Accommodate in a appropriate and non-discriminating manner)
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Americans with Disabilities Act 1990
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Re-authorization of the elementary and secondary education act. Primary goal of all children to be proficient in all subject matter as of 2014. All teachers must be highly qualified by 2014.
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No Child Left Behind-
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Provides funding to support the exceptional needs of students in the areas of identification, education, and programming.
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Gifted and Talented Education Act
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Merged the Federal Office of Gifted and Talented with other federal programs so states could receive block grants to determine which programs and students to support.
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Education consolidation Act-
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Federal funds were provided to students considered economically disadvantaged who demonstrate limited English proficiency or have a disability while also identified gifted and talented.
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Jacob K Javits Gifted and Talented Student Education Act.
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Protects the privacy of all students educational records. Delivers rights to parents re- students educational records, these rights transfer to the student when they reach the age of majority.
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Family Educational Rights and Privacy Act
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Gives public access to information that a government institution may possess. (FERPA) aside.
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Freedom of Information Act
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Governs nondiscrimination based on age in the Department of Education programs and activities.
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Age Discrimination Act
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Governs nondiscrimination based on disability in local and state governmental services.
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Title II- Americans with Disabilities Act
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Governs nondiscrimination based on disability in education or activities receiving federal assistance.
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Section 504- Rehabilitation Act
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Governs nondiscrimination based on sex in education or activities receiving federal assistance.
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Title IX- Education Amendments of 1972
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Governs nondiscrimination of programs receiving Dept. Ed funding
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Title VI- Civil Rights Act of 1964
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Prohibits employment discrimination based on race, color, religion, sex, or national origin.
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Title VII- Civil Rights Act-
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Language instruction of immigrant studies required for English language learners.
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Title III- ESEA
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Can't discriminate based on sex- no federal funding
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Title IX 1972-
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No Discrimination on several basis-es (Title VI, IX, Section 504, Title II or ADA and IDEIA
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Title IV- 1974
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Funds for compensatory education for disadvantaged.
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Title I ESEA
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Elementary and Secondary Education Act
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ESEA
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A set of decisions about what the school will do, why the school pursues those goal-based decisions, and how the school will accomplish the goals.
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Strategic Plan:
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Strategic Plan
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______________ alllows the administrator to plan for an manage change rather than react to it.
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Commonly used, it emphasizes vision, mission, and values by setting key goals, establishing strategies, and designing an action plan to achieve success.
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Goal Based Model
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Determines the issues needing to be addressed, and the strategies focus on specific issues with an action plan in place.
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Issues Based Model
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Reviews the vision and values and creates an action plan based on those components.
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Organic Based Model
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Select team committee or stakeholder who will comprise the strategic planning group.
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First Key Step in Strategic Planning (1:10)
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Determine the process model best suited to the team and the school.
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Second Key Step in Strategic Planning (2:10)
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Conduct an evaluation of strength, weakness, opportunity, and threats (SWOT)
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Third Key Step in Strategic Planning (3:10)
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List the critical questions, issues, and choices that the team should consider during the process.
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Fourth Key Step in Strategic Planning (4:10)
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Review the vision, mission, values, and define the purpose of the organization in order to create goals to set and outcomes to meet.
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Fifth Key Step in Strategic Planning (5:10)
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Develop goals for immediate success and long-range development
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Sixth Key Step in Strategic Planning (6:10)
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Expand upon key strategies to reach goals.
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Seventh Key Step in Strategic Planning (7:10)
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Write an action plan with goals, objectives, and methods to be reviewed annually.
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Eighth Key Step in Strategic Planning (8:10)
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Finalize the strategic plan
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Ninth Key Step in Strategic Planning (9:10)
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Implement and monitor the plan with the team being flexible to input changes as necessary to comply or deal with the influences of external/internal environment of the school.
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Tenth Key Step in Strategic Planning (10:10)
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Faculty, students, parents, administrators, support staff, community members.
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Members of a Strategic Planning Team:
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Identified the stages a group proceeds through as it materializes and begins to function as a whole.
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Bruce Tuckman (1965)
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Forming: Members seek acceptance from other members and avoid controversy and conflict.
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First Stage in Group Creation (Tuckman) (1:5)
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Storming: As the work progresses roles/responsibilities begin to emerge, patience is necessary as small confrontations arise while issues are brought forward to address.
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Second Stage in Group Creation (Tuckman) (2:5)
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Norming: Rules are established and individual tasks and responsibilities are defined.
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Third Stage in Group Creation (Tuckman) (3:5)
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Performing: Groups demonstrate a level of comfort and trust as well as exhibit flexibility and interdependence.
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Fourth Stage in Group Creation (Tuckman) (4:5)
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Adjourning: members complete work with a sense of satisfaction and positive achievement.
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Fifth Stage in Group Creation (Tuckman) (5:5)
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Collaborative Problem Solving
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Consensus Building
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Recruitment and identification of participants
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First Step in Consensus Building (1:8)
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Designation of process to be utilized.
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Second Step in Consensus Building (2:8)
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Definition of problems or issues and analysis
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Third Step in Consensus Building (3:8)
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Contribution and assessment of potential solutions
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Fourth step in consensus building (4:8)
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Period of decision making on final approaches.
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Fifth step in consensus building (5:8)
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Overview of potential barriers and agreement of final decisions
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Sixth step in consensus building (6:8)
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Implementation of acceptable plan
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Seventh step in consensus building (7:8)
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Evaluation of the process and outcomes of the plan.
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Eighth step in consensus building (8:8)
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Actively responding to conflict within a group in order to establish a working team.
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Conflict Resolution
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Involvement of all parties in seeking a solution to a conflict. (Most recommended method of conflict management)
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Collaboration Model
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The needs of individuals conflict with the needs of the organization.
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Difference in Expectations:
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The opinions of individuals conflict with opinions or ideas of organization (policies, values, and goals)
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Difference in Beliefs
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Five styles of conflict management: competitive, collaboration, compromising, avoiding, accommodating.
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Kenneth Thomas (1976)
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Gives directives, rather than totally addressing the issue, and act from authority, expertise, or persuasion.
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Competitive (Kenneth Thomas)
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Uses problem solving strategies and meets the needs of all.
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Collaboration (Kenneth Thomas)
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Offers a short term or temporary fix that partially satisfies all especially when a deadline is looming.
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Compromising (Kenneth Thomas)
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Ignores or evades the issue, which is generally a poor choice, since emotions will remain high and tasks may be left undone.
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Avoiding (Kenneth Thomas)
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One party tries to avoid or gives in to the other party.
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Accommodating (Kenneth Thomas)
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Share the problem and agree to the rules of the approach to be used.
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First Step in Conflict Resolution (1:5)
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Gather information, listen to others, consider the interests, needs, and concerns.
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Second Step in Conflict Resolution (2:5)
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Take a consensus about the issue or problem to ensure it is observed same for all.
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Third Step in Conflict Resolution (3:5)
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Brainstorm solutions and remedies possible.
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Fourth Step in Conflict Resolution (4:5)
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Negotiate a solution to the issue or conflict.
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Fifth Step in Conflict Resolution (5:5)
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The process of gathering information to be used in identifying students' strengths and weaknesses, to provide feedback to students, to evaluate instructional effectiveness and curriculum appropriateness, to inform policies and procedures, and to determine program components.
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Assessment
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to determine specific needs of individual students
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Primary purpose of conducting assessments
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are systematic with a set of procedures established for administration and scoring that complies with issues of accountability and validity.
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Formal Assessments
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A formal tool used to measure student knowledge or proficiency in a subject area or topic area.
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Achievement Test
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A frequency based measurement used to determine a student's participation rate during an identified instructional period.
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Active Student Response Method
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An informal measure based on collection of observations of student work and performance, often used for parent conferences and to adjust learning strategies.
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Anecdotal Records
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A formal measure of standardized or norm-referenced tests that evaluate a student's ability to acquire skills or gain knowledge.
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Aptitude Test
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An information method of determining a student's comprehension and performance of a skill, especially used in classroom assessments of specific criteria.
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Authentic Assessment
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A variety of behavior evaluation tools available to track behaviors and document progress for use in self-management techniques.
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Behavior Assessment
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A formal measure to evaluate students on specified information, most often to check knowledge of subject areas by answering specific questions, while not comparing students.
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Criterion-Reference Test
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A test structured from the classroom curriculum lessons that evaluates student's skill acquisition and performance utilized to adapt instruction.
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Curriculum Based Measure
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A method of collecting information during an instructional period to use in an assessment of the student.
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Diagnostic Assessment
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A test used to determine a student's ability to learn in a certain situation rather than documenting what the student actually learned.
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Dynamic Assessment
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an informational observation of students interacting with the environment during a regularly scheduled day.
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Ecological-based Assessment
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A type of evaluation where data is collected through ongoing daily lessons of student, so achievement may be measured and the learning process is adjusted accordingly.
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Formative Assessment
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A norm-referenced test used to measure cognitive behaviors and to assess student learning abilities or intellectual capacity.
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Intelligence Test (IQ Test)
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A formal tool referred to as a standardized test when comparing students, helpful in curriculum development and identifying strategies.
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Norm-Referenced Tests
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An informal evaluation of student performance and behaviors as determined by watching the student in several different settings and at different times.
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Observation
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An informal measure used to evaluate a student's ability to complete a task specific to a subject or topic area.
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Performance Assessment
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An informal method of gathering information based on completed products over a designated period of time.
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Portfolio Assessment
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A formal procedure and either a criterion-referenced or norm-referenced test that measures progress toward meeting goals or standards established by the state or district.
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Standards-based Assessment
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An informal assessment used to evaluate student achievement and teacher instruction at the end of a unit or section.
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Summative Evaluation
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Focuses on the process and the human factor- Considers all aspects of decision making, observes human behavior, and uses smaller research groups.
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Qualitative Research
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Empirical based method. Uses statistics, hypotheses, and theories. Uses a system of measurement in the collection of information.
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Quantitative Research
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Leader makes the decision alone, primarily when it is an urgent need.
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Autocratic Involvement
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Leader searches for participation and input from key people. A format used often in an open school community.
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Participative Involvement
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Leader seeks a format of working with others collaboratively, another positive and popular form.
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Collaborative Involvement
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Leader allows others to make decisions but this is the least favorable method as it allows for inconsistencies to occur in the management of the school.
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Laissez-faire Involvement
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Time, Staff Interest, Expertise of the staff, Level of need of the decision, Support for decision.
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Five essential factors that help a leader determine which level of involvement to utilize.
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Group Decision Making Type- allows for open discussion without suggestions. Staff develops the solution.
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Free Discussion
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Group Decision Making Type- Structure is placed on the problem. Problem is broken into smaller parts with specific goals.
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Developmental Discussion
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State the problem
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First step in decision making (1:9)
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Seek information
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Second step in decision making (2:9)
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Review Options
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Third Step in decision making (3:9)
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Assess information and options
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Fourth Step in decision making (4:9)
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Collect input from participants
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Fifth Step in decision making (5:9)
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Select the best alternative
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Sixth Step in decision making (6:9)
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Gather support for the decision
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Seventh Step in decision making (7:9)
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Implement a plan of action
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Eighth Step in decision making (8:9)
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Evaluate the outcomes or impact of the decision.
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Ninth Step in decision making (9:9)
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Leader seeks the best possible decision using all the steps of decision making. this model is used for simple problems with solid information--difficult to implement.
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Scientific Model (Rational, Optimizing, Classical)
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The leader chooses a decision that satisfies stakeholders based on consensus even if it does not seem to be the best choice. the final selection depends on the expertise and experience of the stakeholders involved. Used for complex issues that allow time to consider the information and possible options
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Situational Model (Satisficing)
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The leader may not know what to do or how to process a decision to satisfy stakeholders, so he may just proceed with small changes to attempt improvement. (Trial and error)
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Incremental Model
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Combination of the rational and incremental models-- where the leader takes the proper decision in steps but in accordance with school philosophy and mission.
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Mixed Scanning Model
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the leader tries to implement action used before, but may not align with philosophy, mission, or gain support to be successful. Act of desperation.
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Garbage Can Model
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is necessary to produce understanding and growth in a school setting.
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Risk
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Home environment, financial status, religious affiliations, ethnicity and culturally family situations, learning situations from childhood.
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Personal characteristics of students that can varry and/or challenge a student's education
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Socioeconomic status
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SES
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Home environment, cognitive characteristics, affective characteristics
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Three major factors of student achievement:
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Is considered by some studies the most powerful influence on a student's education.
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Home environment
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Intelligence, aptitude, background knowledge, and experiences.
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Cognitive characterisitcs
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Motivation, Interest, engagement.
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Affective Characteristics
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Impacts how well students learn and how much they learn. Higher = more positive impact. Reduces behavior issues. Preventative effect on student use of drugs and alcohol. Decreases the dropout rate and sets an increased college enrollment.
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Teacher expectations
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Encouraged schools to approach students as individuals with personal strengths and abilities which was crucial for achievement.
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Gardner's Work (1990s) (Learning styles and multiple intelligences)
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1- Teacher's initial perception of student level. 2- Teacher's prediction of student achievement for a set period. 3- Teacher's estimate of present level of performance via assessment.
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Cooper (1984) Types of teacher expectations
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The teacher's expectations/ perceptions impact their behavior toward the student and the student will become what is expected.
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Self-Fulfilling Prophecy
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Teachers respond to student performance based on existing expectations rather than to a student's actual performance or any changes of improvement in potential.
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Sustaining expectation effect
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Climate, Feedback, Input, and Output.
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4 methods used to convey expectations to students:
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non-verbal mood or spirit of the person holding the expectations to students.
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Climate
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includes both affective information and cognitive information.
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Feedback
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Amount of instruction given
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Input
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Responsiveness from students
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Output
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The strongest factor found to convey the message to students about a set of high expectations.
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Communication through Personal Relationships
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Students avoid more difficult tasks, lose interest, demonstrate a lack of effort.
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Consequences for low expectations
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Provide teacher training, Change the School Climate, Check the Curriculum, Address the Environment, Focus on School Evaluation
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Tools for getting teachers to have high expectations and create a climate of high achievment
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Encompasses all individuals, organizations, institutions, agencies, and businesses with a interest in the success and future of children.
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Community
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Components to review when developing parent/community involvement programs
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Communication, participation, and governance
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Can include: newsletters, brochures, letters, notices, websites, blogs, emails, text messages, and telephone conversations.
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Communication
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Can include parents and community members: volunteering, working as instructional aides, helping in the lunch room or at recess, supporting book fairs and other events, providing additional funding or resources.
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Participation:
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Must be adequately screened and trained, provided with clear rules, set tasks, and adequate supervision.
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Volunteer programs
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Formal method of involving parents and community. Groups that control or manage the school. (Community Council)
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Governance
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Created a model of establishing three different community teams that promote positive school climates.
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James Comer (1980s)
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1- School management team 2- Student and Staff support team 3- parent team
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Comer Process
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Led by principal- Includes teachers, parents, paraprofessional support staff, and paraprofessional staff- Develops the info-structure of the school.
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School management team (Comer Process)
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Includes teachers, professional support staff (Psychologists, social worker, special ed teachers, counselor)-- Evaluates programs, Assesses teacher efforts, Provides guidance.
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Student and Staff Support Team (Comer Process)
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Includes teachers and parents- Establishes structures and systems for parent involvement.
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Parent Team (Comer Process)
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Conduct a needs assessment. Encompassing all community avenues to identify strengths an needs of the families, students, staff, and the school.
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First step in building a plan (1:9)
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Categorize all of the internal and external supports that are available to the school and could provide a key role in the program.
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Second step in building a plan (2:9)
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Create measurable and realistic goals
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Third step in building a plan (3:9)
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Consider funding supports and develop a plan for budget.
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Fourth Step in building a plan (4:9)
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Develop a systematic structure that ensures all families, students, staff, and community members may participate and will be adequately serviced.
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Fifth Step in building a plan (5:9)
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Include professional development opportunities for both staff and community so they may work and learn together throughout the process.
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Sixth Step in building a plan (6:9)
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Hire a parent/ family coordinator or social worker whose responsibilities include meeting with individuals to provide support and obtain services.
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Seventh step in building a plan (7:9)
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Design a team that can monitor the ongoing activities and study the impact of the programs for stakeholders.
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Eighth step in building a plan (8:9)
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Evaluate the effectiveness of parent/family/community activities conducted by the school.
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Ninth step in building a plan (9:9)
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Mobile population that move from school to school at irregular, inconsistent times. There is little continuity to their instruction and perhaps their ability to retain instruction.
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Migrant Population
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Education of Migratory Children- requires that states develop a plan to deliver and evaluate migrant education programs.
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Title I of the Elementary and Secondary Education Act
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Office of Migrant Education
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OME
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Migrant student record transfer systems
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MSRTS
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Classification of students who enter schools with skills, abilities, and competencies that may not be the same as those expressed in the schools due to a child's early development and have more needs than mainstream students.
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Delayed, dysfunctional, or at risk
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A factor of civilization defined by beliefs, the arts, and social institutions.
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Culture
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A group of people with common traits, traditional customs, or languages
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Ethnicity
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Known as a group of people with common ancestry or those who are united by common interests, characteristics, or habits.
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Race
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English Language Learners
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ELL
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Second Language Learners
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SLL
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English Second Language Learners
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ESLL
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Competent in a cultural community or home setting yet not appropriately competent in the expectations of the school setting.
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Cultural Competency
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Equal opportunities for all students (gender) who access and participate in the curriculum, school programs, and assessments.
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Sex Discrimination Act (1975)
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Individuals who possess a wide range of talents, traits, and abilities- May be intellectually curious, demonstrate high verbal abilities, be able to solve difficult problems, be especially intuitive, have an extended need for mental stimulation.
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Gifted and Talented Population
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Schoolwide enrichment model. Gifted and Talented enrichment program.
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SEM
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Studied gifted students. Created SEM- Schoolwide enrichment model.
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Joseph Renzulli- (1970s)
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Individuals who possess one or more delays in the areas of medical, physical, social, psychological, and cognitive/educational development.
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Special Education/ At-Risk Population
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Students with disabilities could obtain the support necessary to meet their needs through the general education classrooms and programs, while allowing them to be placed with their same age peers in their neighborhood schools.
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Inclusion
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Least Restrictive Environment
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LRE
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General education teachers, administrators become members of a team to support a student with special needs and accommodations. (Federal Requirement)
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Least Restrictive Environment (LRE)
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Individuals with Disabilities Education Improvement Act (2004) (IDEIA part B and Part C)
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IDEIA
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National law that protects qualified individuals from discrimination based on their disability. Forbids organizations and employers from excluding or denying individuals with disabilities an equal opportunity to receive program benefits and services. It defines the rights of individuals with disabilities to participate in, and have access to, program benefits and services.
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Rehabilitation Act (1973) (Secton 504)
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Legislation that prohibits discrimination against people with disabilities. Under this Act, discrimination against a disabled person is illegal in employment, transportation, public accommodations, communications and government activities. The law prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against the disabled. Employers are required to make reasonable accommodations in order for the disabled person to perform their job function.
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Americans with Disabilities Act (1990) ADA
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Americans with Disabilities Act
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ADA
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No Child Left Behind
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NCLB
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Based on the ambitious goal that ALL children will be proficient in reading and math by 2014.
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No Child Left Behind (2001) NCLB
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Prohibits a school from disclosing personally identifiable information from students' education records without the consent of a parent or eligible student.
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Family Educational Rights and Privacy Act-- FERPA
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Family Educational Rights and Privacy Act
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FERPA
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Study conducted on public education spearheaded under the Johnson Administration during the period of "War on Poverty" (Negative for the public perception of schools)
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Equality in Educational Opportunity (1966)
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Commissioned under President Reagan. Identified the indicators of risk. Proposed additional reform legislation at the national political level. Called for changes as implementing individual instruction, developing processes for active student involvement in the learning process.
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A Nation at Risk: The Imperative for National Reform (1983)
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President H.W. Bush meeting with 50 governors which created six goals.
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Goals 2000 (1989)
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Created by Bush, signed by Clinton- was amended to have 8 goals rather than 6: School readiness for youngsters; school completition for students; student academic achievement levels; improvements in math and science subjects; adult literacy; safe and drug-free schools; Educator training and professional development; parent/family involvement.
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The Goals 2000: Educate America Act (1994)
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Created as a part of Goals 2000.
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National Education Standards and Improvement Council and the National Skill Standards Board
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States pursued the development and adaptation of state academic standards, with each state creating its own unique set of requirements for student achievement and documentation of academic success.
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Standard Based Reform movement
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Provides funding to assist states and communities in providing educational programs and opportunities for students who qualify for service according to varying degrees of disabilities.
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Individuals with Disabilities Education Improvement Act (2004)
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Free and Appropriate Public Education
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FAPE
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FAPE, LRE, Due Process Rights, Procedural Safeguards, Discipline Guidelines etc.
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IDEIA Provisions
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