FELE Subtest 1 Leadership for Student Learning Correct answers latest update

FELE Subtest 1 Leadership for Student Learning Correct answers latest update C1- Standard Based Instruction Drives most decision in public schools C1- Walkthroughs/ Standards Use walkthroughs to identify standards alignments by looking at objectives in lesson plans and observing teachers and students in the classroom C1- Standards alignment can be seen in: - lesson plans - lesson objectives - communication between teachers and students - instruction - textbook and curriculum C1- Monitoring Student Performance What are the trends of the data? Are scores increasing, decreasing, or staying the same? C1- Vertical Alignment Every skill leads to the next skill and the next skill. C1- Vertical Alignment Responsibility It is the responsibility of the educational leader to evaluate if vertical alignment is being adhered to in the classroom. C1- Measure Vertical Alignment - reviewing lesson plans - determining if lessons plans are aligned with academic plans - observing classroom instruction with curriculum map and content focus in mind C1- Horizontal Alignment Alignment between and among content areas (cross content) C1- Promote Horizontal Alignment - providing time & resources for teachers to plan lessons together - encourage teachers to attend PD that supports HA - using progressive monitoring for continuous improvment C1- Walkthroughs, Rigor, Critical Thinking, Engagement Effective leaders know how to identify rigor, relevance, critical thinking, and engagement in the classroom. C1- Critical Thinking Stretching beyond basic recall, analyze, evaluate, interpret, and synthesize information to reach conclusion- multi-step, high-level thinking C1- Creative Thinking Think outside the box to draw unique conclusions C1- Reflective Thinking Reflect about learning process to promote abstract thinking C1- Spot Higher Order Activities - Objectives: contain words like apply, evaluate, synthesize, analyze, or create - Questions: teachers asking HO questions? Let students off the hook? Push them to explore? - Activities: Students engaged or compliant? C1- Higher-Order Thinking Critical thinking- students given the opportunity to approach learning critically and engage in rigorous lessons and thinking critically about concepts that relate to the world. C1- Engagement vs Compliance Must be able to identify the difference between engagement and compliance. - Engagement: students are actively working together in cooperative learning structures. - Compliance: Students are sitting quietly and following directions but not necessarily actively engaged. C1- Bloom's Taxonomy Hierarchical model- classify educational learning objectives into levels of complexity. Higher up the pyramid, the more complex the thinking skills. Create Apply Evaluate Analyze Synthesize - Categorize - Understand - Remember & Memorize C1- Questioning Techiniques to Increase Critical Thinking Asking complex questions 1- keeps students engaged, 2- develops critical thinking C1- Spot Critical Thinking in the Classroom - Wait Time: give students time to formulate the answer - Specific Feedback: Let students know what is correct or incorrect by using specific language - Redirection: allows students to rethink their responses - Probing: increased the level of questioning by asking follow up questions, helping ease into deeper thinking - Increase Question Complexity: ask why? Or what does that look like?- stretch beyond students' comfort zone C1- Benefits of Questioning: - measure student understanding - engage students - promote active participation - provides opportunity to review, summarize, or emphasize important information - fosters critical thinking C1- Needs Assessment **Systemic process for determining and addressing needs or gaps between current conditions and desired conditions or wants. Evaluate student learning by analyzing state assessment data, looking at student gains and proficiency to determine the most effective course of action. C1- Questions when conducting a Needs Assessment: - What are the greatest needs in the school? - Where should resources be allocated? - What should the instructional focus be moving forward? - What professional development should be implemented? - How can leaders empower the faculty to make impactful changes in the classroom to support new initiatives? C1- Main Aspects of Assessment Data - Level 3s: a level 3 is considered proficient or on level - Gaines: points a student increases regardless of overall score - Lowest 25%: lower quartile or bottom 25 are at-risk students- implement programs that help this group continue to make gains C1- Needs Assessment Data Sources - assessment data - student surveys - teacher surveys - walkthroughs/ observation notes - discipline referrals ** look at both qualitative and quantitative data sets to make decisions and continuously monitor throughout the year. C1- Qualitative Think quality- studies at the individual level to find out how people think or feel ** surveys, observations, conferences, case studies C1- Quantitative Think numbers- information that can be measured and written down with numbers ** state test scores, reading scores, words per min. C1- Interpret Data Questions - Where are the strengths? - Where are the weaknesses? - What kind of gains or lack of gains do you see?