Types of supervisory behaviors

Froggy Jumps

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Choose the correct supervisory behavior based on the scenario

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N Alz

Emiratos Árabes Unidos

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Types of supervisory behaviors


Froggy Jumps Types of supervisory behaviorsVersión en línea Choose the correct supervisory behavior based on the scenario por N Alz 1 the supervisor tells exactly what needs to change and assigns a specific instructional strategy to use the next day a Directive b Non-directive c Collaborative 2 Experienced teacher and the department head meet to co-develop a new assessment strategy, bouncing ideas back and forth a Directive b Non-directive c Collaborative 3 the supervisors listens and encourages the teacher to take action without directing the outcome a Directive b Non-directive c Collaborative 4 Teacher with 10 year experience reflects on practice with minimal input from the supervisor a Directive b Non-directive c Collaborative 5 During a post-observation meeting, both parties contribute to identifying strengths and areas for improvement. a Directive b Non-directive c Collaborative 6 The supervisor informs the teacher that the lesson plan format must change by Monday and provides a template to follow. a Directive b Non-directive c Collaborative 7 An instructional coach and a teacher brainstorm ideas for improving student engagement and choose one to try next week. a Directive b Non-directive c Collaborative 8 Following test results, the leader mandates weekly student data reviews using a fixed protocol. a Directive b Non-directive c Collaborative 9 The supervisor encourages the teacher to choose a personal growth goal and set the path for achieving it independently. a Directive b Non-directive c Collaborative 10 After a classroom walkthrough, the principal tells the teacher to stop using group work and use direct instruction only. a Directive b Non-directive c Collaborative

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Types of supervisory behaviors

Froggy Jumps

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Types of supervisory behaviorsVersión en línea

por N Alz

the supervisor tells exactly what needs to change and assigns a specific instructional strategy to use the next day

Experienced teacher and the department head meet to co-develop a new assessment strategy, bouncing ideas back and forth

the supervisors listens and encourages the teacher to take action without directing the outcome

Teacher with 10 year experience reflects on practice with minimal input from the supervisor

During a post-observation meeting, both parties contribute to identifying strengths and areas for improvement.

The supervisor informs the teacher that the lesson plan format must change by Monday and provides a template to follow.

An instructional coach and a teacher brainstorm ideas for improving student engagement and choose one to try next week.

Following test results, the leader mandates weekly student data reviews using a fixed protocol.

The supervisor encourages the teacher to choose a personal growth goal and set the path for achieving it independently.

After a classroom walkthrough, the principal tells the teacher to stop using group work and use direct instruction only.