Additional MCQs for Educators

According to the sources, why might people in other knowledge-based fields have less sympathy for educators' arguments about feeling unfairly treated by accountability systems?

• Because other fields have lower performance expectations.

• Because performance metrics and value-added measures are already common in those fields.

• Because other fields lack accountability systems.

• Because educators are seen as resistant to change.

The source describes the organization of American schools as largely unchanged since the late 19th/early 20th centuries. What is a key characteristic of this structure regarding teachers' work?

• Teachers primarily work in large, collaborative teams.

• The school day provides ample time for professional development.

• Teachers are mostly treated as solo practitioners working in isolation.

• School design prioritizes continuous collective improvement.

The distinction often made between 'professional development' and 'preservice' education is seen as problematic because it implies:

• Professional development is less important than initial training.

• Teachers acquire everything they need to know before starting their career.

• Preservice education is ineffective.

• Professional development is only for experienced teachers.

According to the sources, what is a main criticism of how professional development often operates currently?

• It is too focused on individual teacher preferences.

• It is too expensive for most schools.

• The link between PD activities and actual improvement in teaching practice or student learning is often weak or nonexistent.

• Teachers are unwilling to participate in PD.

Effective professional development, according to the consensus view, must be anchored in:

• Earning academic credits for salary bumps.

• Arbitrary topics chosen by external consultants.

• Student learning of core disciplines and skills.

• General theories of education disconnected from practice.

Judith Warren Little's critique of the traditional 'training model' of professional development highlights that it is too simplistic because it:

• Fails to provide enough content knowledge.

• Assumes a direct transfer of skills without respecting the complexity of teaching.

• Requires too much time off-site.

• Does not involve school administrators.

When professional development feels like a tool for control rather than capacity building, the sources warn it can backfire, potentially leading to:

• Increased teacher motivation.

• Greater compliance with mandates.

• Failure to engage teachers and a loss of credibility for PD efforts.

• More effective implementation of new practices.

The 'practice of improvement' is described as the process of mobilizing several domains to increase student learning. Which of the following is NOT listed as one of these core domains?

• Knowledge and Skill

• Incentives

• Political Influence

• Resources and Capacity

Within the framework of the 'practice of improvement,' professional development is viewed instrumentally. This means its value is judged by:

• The number of credits teachers earn.

• What it contributes to the individual's personal growth.

• What it contributes to the individual's capacity to improve the quality of instruction in the school and school system.

• How easy it is to implement.

According to Guskey's theory mentioned in the source, how do changes in practice and attitudes typically relate for teachers?

• Changes in attitudes generally precede changes in behavior (practice).

• Changes in behavior (practice) generally precede changes in attitudes and beliefs.

• Attitudes and practices change independently of each other.

• Teachers' attitudes are fixed and do not change.