Beruflich Dokumente
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a. promoting vision, mission and goals and developing a means to reach them.
b. ensuring quality of instruction, modeling teaching practice, supervising curriculum, and ensuring quality of teaching
resources.
c. overseeing the operations of the school (its budget, schedule, facilities, safety and security, and transportation).
d. recruiting, hiring, firing, inducting, and mentoring teachers and administrators; developing leadership capacity and
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 19
2. As a school head one is likened into a captain of a ship. Similar to a captain of a ship, he/she must have a clear idea of where the
b. His main duty is to purchase instructional materials for the use of the teachers.
c. His main duty is to motivate and encourage the teachers to their increase performance and to meet the achievement
expectations.
d. His/her main duty is to improve the instruction program that will result to an increase in the performance of the pupils
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 27
3. An effective principal is an effective communicator also. Below are the characteristics of a principal who is an effective
b. articulates a vision of instructional goals and the means for integrating instructional planning and goal attainment
c. sets and adheres to clear performance standards for instruction and teacher behavior.
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 29
4. Mrs. Castillo is a school head in Pagsanjan District. She has clear decisive long-range policies and goals for her school. She
works hard to translate goals into actual practice. She makes decisions in terms of what is best for students, not necessarily the
easiest or what will make teachers happy. She has strong expectations of both students and teachers. She is always prepared to
assume leadership and will make things happen if they are in the best interest of the school. She implements central and regional
directions or policies to suit the needs of the school. If you were to describe Mrs. Castillo, her leadership style would be that of…
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 64
5. Mr. Gananciano provides basic support to his staff. He keeps teachers informed about decisions and is always sensitive to their
needs. He is teacher-centered and defends them from unreasonable external requests. He does not typically initiate change but will
follow through if given a high priority by others.He is flexible and willing to make changes at short notice to solve immediate
problems. If you were to describe Mr. Gananciano, his leadership style would be that of…
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 65
6. Mrs. Almazan, the principal of 2 multigrade schools does not fail to prepare monthly calendar of activities and schedule of class
observations. She conducts regular classroom observation and guide her teachers well. What domain of responsibility does she
possess best?
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 53-54
7. A school head who sees her role as mainly administrative, allows teachers and others to lead in decision making, perceives
teachers as professional, does not interfere with teachers’ instructional role, strives for strong personal relations with staff, makes
decisions in terms of immediate issues, does not consider long-term goals and plans and flexible and willing to make changes at
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 67-71
8. Which of the following should a school head pay more attention to strengthen curricular implementation?
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 70
9. Mis-assigned teachers are a source of concern. In this case, and in most cases where teacher competency needs to be raised,
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 70
10. Effective school management is observed or measured in many ways. Some of the indicators of good management in schools
b. Teachers come to school on time; rarely been absent and receive effective supervision
c. School facilities are in good repair with the help of the stakeholders in improving it
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 71
11. Below are the standards for good instructional leadership that a school head must implement EXCEPT one:
I. lead school in a way that places student and adult learning at the center
II. set high expectation and standards for the academic and social development of all students and the performance of the
adults
III. demand content and instruction that ensure student achievement as agreed-on academic standards
IV. allow the stakeholders to participate in the academic activities of the school
V. use multiple sources of data as diagnostic tools to assess, identify, and apply instructional improvement
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 27; DepEd
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 29
13. The school head sets expectations for continual improvement of instructional programs and actively engages in staff
development and encourages teachers the use of different instructional strategies, he is said to be:
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 29
14. Which of the following are the characteristics of effective instructional leadership?
I. The principal conceptualizes the AIP and all school projects, implements and make reports
II. The principal is seldom seen at the office; he/she is walking about
III. An annual instructional program is being implemented and monitored periodically by a committee chaired by the
principal
IV. Regular meetings with staff are held to address problems encountered during program implementation
V. There is active documentation of instructional practice and materials that teachers consider worthy of adoption.
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 30
15 . The Mother Tongue-Based Multilingual Education Project is the most vital reform for the country’s basic education and school
system as a whole. MTBMLE is mandated by DepEd Order No. 74, s. 2009, entitled “Institutionalizing Mother Tongue-Based
Multilingual Education.” How many minutes will a Grade I teacher teach Mother Tongue?
a. 60 minutes c. 40 minutes
b. 50 minutes d. 30 minutes
DepEd Order No. 74, s. 2009, entitled “Institutionalizing Mother Tongue-Based Multilingual Education.”
16. Mother Tongue is taught as a separate Learning Area in ___________ as stipulated in DepEd Order No. 31, s. 2013.
Ref . DepEd Order No. 31, s. 2013, entitled “ Clarifications on the Policy Guidelines on the Implementation of the
Language Learning Areas and Their Time Allotment in Grades 1 and 2 of the K to 12 Basic Education Program”.
17. Filipino, as a Learning Area, is first introduced in Grade 1 during the _____________ /grading period.
Ref . DepEd Order No. 31, s. 2013, entitled “ Clarifications on the Policy Guidelines on the Implementation of the
Language Learning Areas and Their Time Allotment in Grades 1 and 2 of the K to 12 Basic Education Program”.
18. K to 12 Assessment shall be done at four levels namely, knowledge, process/skills, understanding and products/performances.
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
20. Promotion and retention of students shall be by subject. If by the end of the school year, the students are still at the Beginning
Ref. DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic
21. The performance of students shall be described based on the levels of proficiency as Beginning (B), Developing (D),
Approaching Proficiency (AP), Proficient (P) and Advanced (A). If Student X got 83% in Filipino for the First Grading period, what
a. AP b. D c. B d. P
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
22. Which best explains the Enhanced Kto12 Basic Education Model
( K+6+4+2 Model )?
a. This model involves kindergarten, six years of elementary education, six years of secondary education.
b. This model involves kindergarten, six years of elementary education, four years of junior high school and two years of
vocational course.
c. This model involves kindergarten, six years of elementary education, four years of junior high school and two years of
general education.
d. This involves kindergarten, six years of elementary education, four year of junior high school ( Grade 7 to 10 ) and two
Ref. DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic
23. Prospective Senior High School ( SHS ) Education will be provided starting school year _____________.
Ref. DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education
Curriculum ( BEC )
a. oral participation
b. formative
c. portfolio
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
26. This type of assessment is used to aid learning. It provides feedback on a student’s work and would not necessarily be used for
grading purposes.
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
27. This type of assessment is typically used to assign student a course grade. It is evaluative.
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
28. The teacher creates a classroom atmosphere that encourages students to attain high levels of learning and achievement under
IV. As a common language for discussing teaching practices with other teachers.
30. The teacher demonstrates and exemplifies the values of learning and efforts in the various actions and statements she makes in
31. The statement below answer the question “Why is K to 12 needed?” EXCEPT one:
c. To generate funds
32. The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be
met by all students at the end of basic education. Which of the following is the alignment of Phonics and Word Recognition with the
five sub-strands?
Ref. Instructional Supervision PPT slide no. 28; Mrs. Erma Valenzuela
34. It includes all functions directly related in providing teaching and learning within the school.
Ref. Instructional Supervision PPT slide no. 29; Mrs. Erma Valenzuela
I. To help teacher to select goals to be improved and help illuminate some teaching issues for better understanding of his
practices.
a. I and II c. II and IV
Ref. Instructional Supervision PPT slide no. 30-31; Mrs. Erma Valenzuela
36. Supervision is about engaging teachers in reflective thinking and discussion based on insightful and useful observation not on
________________.
a. speculation c. evaluation
b. motivation d. recognition
Ref. Instructional Supervision PPT slide no. 32; Mrs. Erma Valenzuela
Ref. Instructional Supervision PPT slide no. 32; Mrs. Erma Valenzuela
Ref. Instructional Supervision PPT slide no. 43-45; Mrs. Erma Valenzuela
39. The power of communication is vital in supervision. Which of the following is NOT part of the communication techniques?
b. Observing d. Diverting
Ref. Instructional Supervision PPT slide no. 47; Mrs. Erma Valenzuela
40. Giving feedback is essential in instructional supervision. Which of the items below is NOT part of it?
41. Miss Vivian Ramos is a new teacher experiencing difficulty in Classroom management. She lacks confidence, knowledge and
expertise in resolving her problem. What interpersonal approach to supervision should the school head give her?
Ref. Instructional Supervision PPT slide no. 56-60; Mrs. Erma Valenzuela
42. Instructional supervisor seeks to identify problem from teacher’s perspective and works jointly with others for solutions. What
Ref. Instructional Supervision PPT slide no. 56-60; Mrs. Erma Valenzuela
43. Mrs. Gahite is a Grade One teacher who enables to reflect on her problem, draws conclusions and constructs her own
Ref. Instructional Supervision PPT slide no. 56-60; Mrs. Erma Valenzuela
44. Cooperative Learning approach makes use of a classroom organization where students work in groups or teams to help each
other learn. Students assist each other in the learning process by acting as partners with the teacher and with each other to learn
the lesson for the day. What are two important components of cooperative learning?
I. Cooperative incentive structures two or more individuals are interdependent for a reward.
II. Cooperative task structure where two or more individuals are allowed encouraged or required to work together on
certain tasks.
III. Cooperative partner learning where the brighter and more cooperative member of the class tutors other classmates.
IV. Cooperative partner learning where a student chooses a partner from among his/her classmates to enable them to
learn.
Ref: The National Qualifying Examination for School Heads (NQESH), page 121, 2nd Edition by Dr. Luisito S.
Valentin – DCS, Manila
45. The manner of doing activities in the simplest, quickest and most orderly fashion for the purpose of saving time and effort is
Ref: The National Qualifying Examination for School Heads (NQESH), page 121, 2nd Edition by Dr. Luisito S.
Valentin – DCS, Manila
46. Integration is the process of putting things together. It must be utilized to ensure an effective transfer of learning. How does the
Content Based Instruction serve as a vehicle for the development of concepts and skills?
I. The content of Science is used in teaching Music, Arts and Physical Education
II. The content of the livelihood Education is used in teaching Home Economics
III. The content of Science and Health is used in developing skills in English
Ref: The National Qualifying Examination for School Heads (NQESH), page 121, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
47. Thematic teaching recognizes learning around ideas. It enables learners to see meaningful connections and interrelatedness
IV. It provides framework for linking content and process from a variety of disciplines
Ref: The National Qualifying Examination for School Heads (NQESH), page 122, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
48. In the classroom, pupils are encouraged to make their reflections where they express their personal thought, feeling and
emotions. They are given the opportunity to work by learning teams where they share their thoughts with each other. What type of
I. Naturalist intelligence
Ref: The National Qualifying Examination for School Heads (NQESH), page 122, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
49. As an instructional leader, the principal crystallizes the vision of the school, translates it into goals and objectives, and focuses
on activities related to the teaching-learning process. What are the two most important concerns of the principal in performing such
role?
Ref: The National Qualifying Examination for School Heads (NQESH), page 122, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
50. As a leader of instruction, the principal must zero in on its basic elements. What are those elements?
Ref: The National Qualifying Examination for School Heads (NQESH), page 123, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
51. Classroom Management implies organizational direction and control of activities so that work and play are carried out effectively
and without much waste of time. What are the evidences that a teacher can manage classroom activities?
IV. The teacher is able to increase the proportion of constructive and productive activities
Ref: The National Qualifying Examination for School Heads (NQESH), page 123, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
52. The project method requires pupils to present in concrete form the results of information gathered about a given concept,
principle or innovation. It involves experiencing and completing some activities carried in life-like situations. What are the two types
of projects?
I. Journal type where the objective is geared toward writing one’s experiences
II. Procedure type where the objective is not the actual construction of useful materials
III. Problem type where the objective is to solve problems involving intellectual process
IV. Portfolio type where the objective is to put together accomplishment through compilation.
Ref: The National Qualifying Examination for School Heads (NQESH), page 123, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
53. Reflective teaching is anchored on the ability of the teacher to guide pupils to reflect on their own experiences in order to arrive
III. It involves accumulated knowledge to construct new meaningful connection between prior knowledge and the present
learning activity.
IV. It involves the ability of the teacher to guide pupils to reflect on their own experiences
Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
54. A buzz session is a special technique aimed at free exchange of ideas and ensures active participation among group members.
I. A leader and a secretary are chosen to lead the discussion and record what have been discussed
II. The group utilized a variety of devices in the solution of the problem
III. The group is given the time to present the outcomes of their discussion
Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
55. A good supervisory note must function as a dynamic force in the improvement of teaching technique and materials of instruction
to ensure efficient teaching and effective learning. What are the characteristics of a good supervisory note?
I. A good supervisory note must take into consideration the ability of the class, the experience of the teacher and the
II. A good supervisory note must even include pointers not visible during the period of observation.
III. A good supervisory note must be subjective, taking into account the feeling of the observer.
IV. A good supervisory note must be centered on specific points rather than on general matters.
Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
56. The content of BSP Form 178 must be used as a means to an end rather than as an end in itself. What do you mean by
underlined phrase?
II. It must be used as a guide for further improvement by both supervisor and teacher
Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
56. In a democratic classroom procedure, both teachers and pupils share in the planning and conduct of class activities. How is this
undertaken in class?
Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
57. The principal performs supervisory role in implementing the supervisory program. How should he/she perform supervisory role?
Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
58. Diagnostic tests are given at a beginning of the school year. These tests enable teachers to know where to start in teaching and
IV. Information about what the learners already know and what skills they have acquired
Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
59. Validity is the most significant single characteristics of a test. The validity of a test is determined by the degree to which it
actually measures what it is supposed to measure. When do you consider a test valid?
Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
60. Provision in the supervisory plan should be made for carrying out definite follow-u work. What are the purposes of follow-up
visit?
Ref: The National Qualifying Examination for School Heads (NQESH), page 126, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
61. Cognitive learning theories focus on covert activities of the mind rather than on overt behavior. The learner tries to understand
the associations between stimuli and response. What tasks of a teacher are emphasized in this theory?
II. Provide students opportunities to explore the environment and facilitate its discovery.
IV. Allow for the construction of knowledge by incorporating new information into existing knowledge.
Ref: The National Qualifying Examination for School Heads (NQESH), page 126, 2nd Edition by Dr. Luisito S. San
Valentin – DCS, Manila
62. After conducting class observations with all the teachers, the school head found out that teachers have inadequacies and need
63. The attainment of learning outcome shall be the basis for the quality assurance of learning. Which of the following levels of
a. Knowledge c. understanding
b. Process d. product/performance
64. Which level of assessment will answer the question: What do we want students to do with what they know? How do we want
them to provide evidence of what they can do with what they know?
a. Products c. Process
b. Understanding d. Knowledge
65. This level of assessment seeks to provide evidence that the student can use or transfer their learning to real life situations.
a. Understanding c. Knowledge
b. Process d. Product
66. In k to 12 BEC, students whose proficiency level falls on beginning at the end of the quarter/grading period, he/she shall be
given
67. Religion shall be taught to children in public elementary and high school at the option expressed in writing by the _________.
a. Parents or guardian
b. Pupils or students
c. Teachers or instructors
d. Caregiver
68. The Magna Carta for Public School Teachers provides that any teacher engaged in actual classroom instruction shall NOT be
Ref: Q & A on Governance for Basic Education & Regulations Governing Public Schools – Atty. Franklin C.
Suñgo, p.429; RA 4670 – III – Section 13
Ref: Q & A on Governance for Basic Education & Regulations Governing Public Schools – p.5; Article XIV
1987 Constitution Sec. 3 (1)
70. Under the New Constitution, “All educational institutions shall aim to include love of country, teach the duties of citizenship, and
develop moral character, personal discipline, and scientific, technological, and vocational efficiency. “ The provision here that is not
found in Sec. 15 Art. XIV of the 1935 Constitution is love of country and
a. Moral character
b. Personal discipline
c. Duties citizenship
71. When the exigencies of the service also requires, any teacher may be required to render more than 6 hours of actual classroom
Ref: Q & A on Governance for Basic Education & Regulations Governing Public Schools – p.430; RA 4670
III-Sec. 14
b. Effective d. Reactive
Ref: DepEd Order No. 32, s. 2010 Module 3 – TIP, p. 34 Responsibility and Accountability of a Filipino
Teacher
79. What are the bases of the set of competency standards as indicators of the quality of a teacher’s performance?
opportunities to reflect on the past school year/s, assess results and plan and project a future where school efforts will be directed.
Which of the following is the first step in the formulation of the SIP?
81. The objective of this step is to enable the school to formulate their Monitoring and Evaluation Plan which becomes the basis for
tracking the progress of and making timely adjustments in the SIP. What should be the sequence in developing monitoring and
evaluation plan?
82. Monitoring should focus on critical milestones of the plan. What are the basis for developing the Monitoring and Evaluation
Plan?
V. Template
a. I, II, III, and IV b. II, III, IV and V c. I, III, IV and V d. I, II, III and V
83. In writing the School Improvement Plan, which of the following output should be used in filling out the situational analysis?
84. The domain of planning, assessing and reporting refers to the aligned use of assessment and planning activities to ensure that
the teaching-learning activities are appropriate to the students’ current knowledge and learning levels. In particular the domain
focuses on______________.
IV. Recognizing shared responsibility and individual accountability for professional growth.
85. How can you communicate promptly and clearly to learners, parents and superiors about progress of learners?
c. Conduct regular meetings with learners and parents to report learners’ progress and involve parents to participate in
d. Conduct home visitation and discuss with the parents their children’s learning progress.
pp. 14-17
86. How will you develop and use a variety of appropriate assessment strategies to evaluate learning?
I. Prepare formative and summative tests in line with the curriculum and employs non- traditional assessment techniques.
II. Interpret and use assessment results to improve teaching and learning; difficulties and possible causes and take
appropriate actions to address them; use tools for assessing authentic learning
IV. Require the master teachers and key teachers to develop higher order thinking skill questions to be administered to
Ref: Operations Manual on School-Based Management and Its support System pp. 17-19
87. TSNA is a self-assessment for all teachers to determine strong point as well as the needs along the national competencies
required of the Filipino teachers. What does the acronym TSNA stands for?
II. Desired condition ( What should be in teacher competence against the National standard of DepEd )
89. _____________ are results, products, information, events decisions of performance in teaching.
90. ________ is a state of mind or feeling in regard to some matter. It includes values,
91. ________is a focused grouping of knowledge, skills, attitudes, critical performance of teaching and production of learning
outcomes.
92. Who among the following school heads spends the ideal time allotment for instructional and administrative supervision?
93. Which of the following is the most important role of instructional supervisor?
Ref. NCTE PNUAA NQESH: Instructional Leadership 1; The Principal’s Handbook Towards Empowered Leadership page
94. In the observation cycle, what does the principal do in the pre-observation conference?
a. Principal describes the non-verbal behavior of the teacher and the pupils objectively
b. Reestablish communication to reduce anticipatory anxieties for the teacher and the observer.
c. The principal and the teacher analyzes the findings and data.
d. The teacher deals aggressively with the supervisor’s analysis of his teaching and to initiate his own problem analysis.
96. Communication is the life blood of any organization. Instructional leader should see to it that he establishes open communication
97. What are the critical areas of concern of a school head as instructional supervisor?
98. The principal should help teachers plan and implement teaching strategies that match the curriculum with student’s learning
c. regularly assess the teaching methods and strategies being used in the school
a. I, II, III, and IV b. II, III, IV and V c. I, III, IV and V d. I, II, III and V
100. Instructional supervision is a professional, continuous and cooperative process for the improvement of instruction. Which of the
I. Job-embedded learning
II. Mentoring
III. Assessment