Professional License – Subject Test: Educational Supervision: free practice test

Practice question Unit: Leadership and supervision

1. ATurn the vision text into general aims added to her current plan

   Adding the vision on top of the plan leaves the detached objectives unchanged.

2. BLink her objectives to the vision, then pick activities that serve them ✓ Correct answer

   Starting from the vision's goals and turning them into activities keeps the teacher's plan aligned with the organisation's direction.

3. CShow her plan to colleagues and adopt the objectives most of them use

   A goal being common among colleagues does not mean it fits the ministry's directions and the vision.

4. DStart with thinking-skills activities, then write the objectives later

   Activities are chosen to serve set objectives; starting with them reverses the planning order.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.1, indicator 1, p. 8

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Practice question Unit: Leadership and supervision

1. AChange needs influence and persuasion that formal authority alone cannot give ✓ Correct answer

   With limited authority and circulars failing, leadership influence becomes the route to adoption.

2. BLeadership skills let him organise his time across twelve schools

   Time management is a useful admin skill but does not explain why circulars failed to change practice; that needs influence and persuasion.

3. CCirculars need stricter administrative follow-up by school leaders

   Stricter follow-up extends the formal authority that already failed; influence and persuasion are needed.

4. DLeadership skills make up for his limited knowledge of teachers' subjects

   Leadership does not replace subject expertise; the issue is adoption that authority failed to bring.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.2, indicator 2, p. 8

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Practice question Unit: Leadership and supervision

1. AInvolve teacher representatives and pilot it in one school ✓ Correct answer

   Involvement in design and a small pilot reduce uncertainty and show the benefit, easing resistance.

2. BOffer incentives to teachers who apply it in the first term

   Incentives buy short-term compliance without involving teachers in fitting it to their load.

3. CExplain the programme's benefits in a general meeting before launch

   Explaining helps but does not address the expected source of resistance, workload.

4. DPrepare a detailed programme guide and send it to teachers before launch

   A guide explains the programme but is one-way; it neither involves teachers nor tests the real workload before scaling.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.3, indicator 1, p. 8

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Practice question Unit: Leadership and supervision

1. ABulletin plus reading, because varied sources deepen his understanding

   His theoretical grasp is already there; more sources will not turn it into practice.

2. BDirected reading, because it deepens his knowledge of question types

   He already has the theory, so reading does not fix weak application.

3. CThe visit with conferences, as the gap is individual and practical ✓ Correct answer

   He knows the theory but does not apply it; an individual, practical gap needs observation and dialogue.

4. DThe general bulletin, as it reaches the teachers with least effort

   The need is individual, and a general bulletin does not address one teacher's case.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.4, indicator 1, p. 9

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Practice question Unit: Professional development

1. ASpread the first workshop to the office's other schools

   The workshop alone did not lift results; regular follow-up made the difference.

2. BHand the two schools to a supervisor based nearer to them

   It may ease visits but sidesteps the lesson: ensure regular follow-up by any means.

3. CRepeat the first workshop in the two schools

   The workshop alone did not work, and repeating it does not replace follow-up.

4. DGive the two schools regular follow-up, even if remote ✓ Correct answer

   The review shows regular follow-up set the successful schools apart, so the two get it, even remotely.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.6, indicator 1, p. 9

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Practice question Unit: Supporting teaching and learning

1. ATwo successive formative-assessment programmes deepening the top priority

   It serves the majority but leaves a quarter with no programme.

2. BFormative assessment and cooperative learning; tech by self-study ✓ Correct answer

   The two programmes cover the biggest needs and the plan priority, while the smallest need gets a cheaper route.

3. CFormative assessment and technology

   Technology is the smallest need; cooperative learning has the better claim.

4. DOne brief programme combining the three

   Squeezing all three weakens depth on the biggest need.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.8, indicator 1, p. 10

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Practice question Unit: Supporting teaching and learning

1. AGive ready summaries and mind maps after explaining, to fix understanding

   It reinforces memorising, not explaining.

2. BAdd direct application questions after explaining to check understanding at once

   Better than recall, but students still receive the explanation rather than build it.

3. CStart with a puzzling phenomenon students explain, then test ✓ Correct answer

   Building knowledge through inquiry and discussion develops understanding that transfers to new situations.

4. DBreak the explanation into short parts with recall questions between

   Chunking organises the explanation but keeps students passive and tests recall; it does not build the ability to explain new phenomena.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.9, indicator 1, p. 10

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Practice question Unit: Supporting teaching and learning

1. ATrain the course's teachers in critical-thinking strategies

   Training teachers helps, but the task is a proposal to develop the unit itself, and its activities stay narrative unless changed.

2. BRewrite the objectives so they fit the activities already there

   It aligns by lowering objectives instead of raising tasks.

3. CAdd critical-thinking questions to the end-of-unit test

   It fixes only the assessment; the activities stay narrative and do not build critical thinking, so objectives, activities and assessment still do not align.

4. DAdd analysis, comparison and judgement tasks within the unit's lessons ✓ Correct answer

   Tasks that practise critical thinking align objectives, activities and assessment, a core development criterion.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.10, indicator 2, p. 10

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Practice question Unit: Supporting teaching and learning

1. ASound if the study is published first

   Publishing does not make one class's result generalisable.

2. BIts findings are local; trial them elsewhere before scaling ✓ Correct answer

   Action research improves practice in one context; generalising needs further trials.

3. CSpread to the office's schools first, then to the whole region

   Phased rollout does not replace trials in other contexts.

4. DAsk the teacher to repeat it in his class next year to confirm

   Repeating in the same class does not test transfer.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.11, indicator 1, p. 11

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Practice question Unit: Values, professional ethics and communication skills

1. AWhether session times fit the school transport schedule

   A secondary logistic point after vetting and safety.

2. BThat the charity covers the costs for the whole programme

   It is free already; vetting and safety matter most.

3. CThe number of volunteers and their weekly availability

   Numbers don't ensure quality or safety.

4. DVolunteer vetting and student-safety rules for the sessions ✓ Correct answer

   Outside volunteers require vetting and safety rules first.

Reference: ETEC Educational Supervision Professional Standards (1441 AH/2020), specialised standard 6.25.14, indicator 1, p. 11

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