Catedra

¿UNIT 1 - TOPIC 2 – SUBTOPICS 4-uestion 12 (Subtopic 4 – What power is / What power isn’t)EFL teachers in a collaborative team review all English standards, discuss their relative importance, and agree on a smaller set of “power standards” to teach in greater depth.This process is called:?. Teaching every standard with equal depth. Letting each teacher decide independently. Powering the standards (identifying essential/power standards). Ignoring most standards.

¿UNIT 2 - TOPIC 1 – SUBTOPICS 2-Question 5 (Subtopic 2 – Lesson planning versus learning planning)During planning, EFL teachers code activities as “A” (acquisition: direct instruction and practice), “M” (making meaning: inquiry and critique), and “T” (transfer: apply in new contexts).This coding system helps ensure:?. That transfer is ignored. That lessons remain teacher-centered only. Balanced learning goals (Acquisition, Meaning, Transfer) that affect how instruction is designed. That only acquisition goals are addressed.

¿UNIT 2 - TOPIC 2 – SUBTOPICS 3-Question 10 (Subtopic 3 – Responding when students need more time and support)High-performing EFL teams share assessment data openly and discuss which instructional strategies produced the best results for struggling readers.This collaborative approach is effective because:?. Only the principal decides responses. Teams have a greater capacity to respond than individual teachers. Data should never be shared. Differentiation is overwhelming without data.

¿UNIT 2 - TOPIC 1 – SUBTOPICS 3-Question 8 (Subtopic 3 – The journey of changing instructional practice The school leadership team presents data on low English speaking proficiency to create urgency, forms a coalition of respected EFL teachers, and develops a clear vision for collaborative improvement. This follows which steps of Kotter’s 8-Step Change Model?. Steps 5–8 only. Steps 1–3: Create urgency, form a coalition, create a vision. Steps 6–7: Celebrate wins and build on change. Only Step 8: Anchor change.

¿UNIT 2 - TOPIC 1 – SUBTOPICS 3-Question 11 (Subtopic 3 – The journey of changing instructional practice)After several successful English improvement cycles, the leadership team Integrates new practices into the school’s daily routines, hires new staff who align with the vision, and publicly recognizes original coalition members. This represents:?. Step 4: Communicate the vision only. . Step 2: Form a coalition only. Step 6: Celebrate short-term wins only. Step 8: Make the changes part of the company’s (school’s) culture.

¿UNIT 2 - TOPIC 2 – SUBTOPICS 1-4 Question 15 (Subtopic 1–4 – Integrated)The guiding coalition of EFL teachers follows a two-step CFA process, uses the Rigor/Relevance Framework, builds hypotheses from student work, and plans both corrective and enrichment responses using pre- and post-assessment data. This comprehensive model of quality management allows the team to:?. Plan, execute, and evaluate teaching-learning interventions that meet every student’s needs in English. Avoid collaboration and data sharing. Rely solely on traditional summative tests. Focus only on standards without learning targets.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 4-Question 13 (Subtopic 4 – Role of teachers in community development, family and school)During a workshop, an EFL teacher asks colleagues: “How can English teachers contribute to community development?” and highlights that teachers can reduce obstacles, promote cooperation, and help attract businesses through quality language education. This discussion reflects the unit’s view that:?. Education and community development are closely intertwined, and teachers play a central part in both. Family engagement is unrelated to teaching. Only economic indicators matter. Teachers should avoid community work.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 4-Question 14 (Subtopic 4 – What power is / What power isn’t)Without collaborative conversations about standards, individual EFL teachers reach different conclusions about what is important and prepare students inconsistently. The materials warn that this happens because:?. All standards must be taught with equal emphasis. Teachers interpret standards differently when working alone. Teachers always agree without discussion. Power standards are unnecessary.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 2-Question 5 (Subtopic 2 – Implications for professional development)EFL teachers in a Guayaquil school are given dedicated time to align English lessons vertically across grades and horizontally with other subjects to meet new national standards.This addresses which implication for professional development?. Only administrative staff need training. Professional development should be limited to individual reading. Teachers need no additional time or suppor. Transitioning to new standards requires time for collaborative teams and alignment activities.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 2-Question 6 (Subtopic 2 – Basic principles of community development) When planning an English-literacy program for migrant families, the teachers ensure that activities value all participants equally regardless of gender, socioeconomic class, or cultural background. This practice reflects which principle?. Awareness. Inclusion and diversity. Planning and preparation. Transparency and trust.

¿UNIT 3 - TOPIC 1 – SUBTOPICS 4- Question 14 (Subtopic 4 – Choosing the best strategies) The team reviews seven suggestions for transformation, including curriculum alignment with workforce requirements, counseling/career pathways, and job placement/skills gap analysis. These suggestions support:?. Choosing the best strategies to connect education to careers and promote quality and economic opportunity. Focusing only on traditional lesson planning. Maintaining the status quo. Eliminating all assessment.

¿UNIT 4 - TOPIC 2 – SUBTOPICS 2-Question 7. A school implements "Continuous Improvement" by reviewing student feedback every Friday and adjusting the following week’s activities. Why is this specific process essential?. It ensures the center remains effective in a changing environment. it prevents the teachers from having to plan lessons in advance. It is required by the building’s insurance policy. It makes the students feel like they are in charge.

¿UNIT 4 - TOPIC 1 – SUBTOPICS 1- Question 12. You are in the "Planning" phase of a school project. You are defining the specific milestones and the sequence of tasks. According to the Project Management Institute (PMI) lifecycle, what usually follows this phase?. Closing. Execution (Implementation). Monitoring and Evaluation. Initiation.

¿UNIT 4 - TOPIC 1 – SUBTOPICS 4- Question 15. A principal notices that while the school has many computers, teachers don't know how to use them for English instruction. He designs a "Teacher Training Program." In terms of school improvement, this project focuses on:?. Curriculum development. Student enrichment. Teacher professional development (Capacity building). Infrastructure improvements.

¿UNIT 4 - TOPIC 2 – SUBTOPICS 4-Question 15. What is the "ultimate" result of a well-conducted educational center evaluation?. Improved educational outcomes for students. A higher ranking in a magazine. More paperwork for the teachers. A new building for the school.

¿UNIT 4 - TOPIC 1 – SUBTOPICS 2- Question 7. While managing a project to build a new English lab, the principal realizes she must balance the "Scope" (what will be built), the "Time" (the deadline), and the "Cost" (the budget). In Project Management, this is known as:?. The Project Lifecycle. The Triple Constraint (or Iron Triangle). Continuous Improvement. The Logical Framework.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 2- Question 7. During a "Crucial Conversation" about school performance, a teacher feels unsafe and stops participating. According to the materials on "Incorporating Expectations," what was the likely cause of this failure?. The room was too small. The teacher did not read the CCS document beforehand. The principal failed to create a "safe environment" where ideas could be shared without fear. The conversation was too short.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 1- Question 4. In a Strategic Planning workshop, a group of teachers is asked to create a proficiency scale. They decide that "Level 3.0" should represent the "Target." What does this typically mean for the student?. The student has partial success at the simpler details but misses the complex parts. The student has no knowledge of the topic. The student has demonstrated mastery of the specific learning standard for that grade. The student is performing above the standard.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 4- Question 13. A student consistently gets a "4.0" on a proficiency scale for English Speaking. This indicates that:?. The student cheated on the assessment. The student has reached the target standard but nothing more. The student has demonstrated knowledge and skills that go beyond what was taught for that standard. The student has failed the course.

¿UNIT 3 -TOPIC 1 –SUBTOPICS 1- Question 3 (Subtopic 1 – Thinking differently about instructional strategies) An EFL team reviews workforce data showing that 63% of jobs require more than a high school diploma. They redesign lessons to include real-world problem-solving and career-related English tasks. This action reflects:?. Rejecting change because the future is uncertain. Focusing only on immediate test scores. Maintaining traditional methods. Thinking differently about instructional strategies to align with college/career readiness and 21st-century demands.