The School
Leadership
Series
eBooks
The Official
Study Guide
School Leaders Licensure
Assessment
Test Code: 1011
Revised 2009
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Study Topics
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Practice Questions Directly From the Test Makers
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Test-Taking Strategies
www.ets.org/sls
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Study Guide for the
School Leaders
Licensure Assessment
(SLLA)
Revised 2009
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A PUBLICATION OF ETS
This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited.
Copyright © 2009 by Educational Testing Service. All rights reserved. ETS, the ETS logo, GRE, and LISTENING. LEARNING. LEADING. are
registered trademarks of Educational Testing Service (ETS) in the United States and other countries. SAT is a registered trademark of
the College Entrance Examination Board. 8601
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Table of Contents
Study Guide for the School Leaders
Licensure Assessment
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TA B L E O F C O N T E N T S
Chapter 1
Introduction to the School Leaders Licensure Assessment and Suggestions
for Using This Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Chapter 2
Background Information on the School Leaders Licensure Assessment . . . . . . . . . .5
Chapter 3
Study Topics for the School Leaders Licensure Assessment . . . . . . . . . . . . . . . . . . .8
Chapter 4
Don’t Be Defeated by Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . .22
Chapter 5
Practice Multiple-Choice Questions for the School Leaders
Licensure Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Chapter 6
Right Answers and Explanations for the School Leaders
Licensure Assessment Practice Multiple-Choice Questions . . . . . . . . . . . . . . . . . . .89
Chapter 7
Preparing for the School Leaders Licensure Assessment
Constructed-Response Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Chapter 8
Succeeding on the School Leaders Licensure Assessment
Constructed-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
Chapter 9
Practice Constructed-Response Questions for the School Leaders
Licensure Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136
Chapter 10
Scoring Guides and Sample Responses to the School Leaders
Licensure Assessment Practice Constructed-Response Questions . . . . . . . . . . . . .150
Chapter 11
Are You Ready? Last-Minute Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
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TA B L E O F C O N T E N T S
Appendix A
Study Plan Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Appendix B
For More Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
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Chapter 1
Introduction to the School Leaders Licensure Assessment
and Suggestions for Using This Study Guide
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CHAPTER 1
Introduction to the School Leaders Licensure Assessment
and Suggestions for Using This Study Guide
Introduction to the School Leaders Licensure Assessment
The School Leaders Licensure Assessment measures beginning education leaders’ understanding and
knowledge of a broad range of job-related topics, including whether entry-level education leaders have
the standards-relevant knowledge believed necessary for competent professional practice. Such knowledge
is typically obtained through experience within a school system, often in teacher leadership roles, and/or
in graduate-level course work in educational leadership and administration. Educational Testing Service
(ETS) has aligned the content of the test with the Educational Leadership Policy Standards: ISLLC 2008
(ISLLC 2008) as adopted by the National Policy Board for Educational Administration and published by the
Council of Chief State School Officers. The content of the assessment was defined by a National Advisory
Committee of expert practitioners and preparation faculty and confirmed by a national survey of the field.
In developing assessment material for this test, ETS works in collaboration with higher education content
specialists and accomplished practicing education leaders to keep the test updated and representative of
current standards.
The School Leaders Licensure Assessment (1011) consists of 100 multiple-choice questions and 7
constructed-response questions. Following the format of ISLLC 2008, the test covers the six major areas
related to the standards, in the following proportions:
Content Categories
Percentage of
Examination
Multiple-choice
questions (approx.)
Constructed
response questions
20%
18
2
II. Teaching and Learning
30%
25
3
III. Managing Organizational
Systems and Safety
10%
15
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IV. Collaborating with Key
Stakeholders
15%
21
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15%
21
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10%
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2
I. Vision and Goals
V. Ethics and Integrity
VI. The Education System
Test takers have 4 hours to complete the test.
Calculators are not allowed.
2
Study Guide for the School Leaders Licensure Assessment
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CHAPTER 1
Suggestions for Using the “Study Topics” Chapter of This
Study Guide
This test is different from a final exam or tests you may have taken for specific courses because it is
comprehensive—that is, it covers material you may have learned from experience, observation, or in courses.
It requires you to synthesize information you have learned from many sources and to understand the subject
as a whole. Therefore, you should review and prepare for it, rather than merely becoming familiar with
the question formats. A thorough review of the material covered on the test will significantly increase your
likelihood of success. Moreover, studying for your licensing exam is a great opportunity to reflect on and
develop a deeper understanding of educational leadership before you begin to serve as an education leader.
As you prepare to take the test, it may be particularly helpful for you to think about how you would apply
the study topics and sample exercises to past leadership experiences you have had within the school system
and/or situations that were presented to you during your educational leadership preparation program.
We recommend the following approach for using the “Study Topics” chapters to prepare for the test
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Become familiar with the test content. Learn what will be assessed in the test, covered in
chapter 3.
Assess how well you know the content in each area. After you learn what topics the test contains,
you should assess your knowledge in each area. How well do you know the material? In which areas
do you need to learn more before you take the test? It is quite likely that you will need to brush up
on most or all of the areas.
Develop a study plan. Assess what you need to study and create a realistic plan for studying. You
can develop your study plan in any way that works best for you. A “Study Plan” form is included in
appendix A at the end of the book as a possible way to structure your planning. Remember that this
is a licensure test and covers a great deal of material. Plan to review carefully. You will need to allow
time to find the books and other materials, time to read the material and take notes, and time to go
over your notes.
Identify study materials. To prepare for the test you should consult textbooks in educational
leadership, education journals, and published materials (books, articles, guidelines, and standards)
from national organizations focused on educational administration. If you do not own texts or
subscribe to journals that cover all the areas, you may want to borrow some from friends or from a
library. You may also want to obtain a copy of your state’s standards for educational administrators
in addition to the ISLLC 2008 standards previously mentioned. (One way to find these standards
quickly is to go to the Web site for your state’s department of education.) Use reliable,
professionally prepared materials. Don’t rely heavily on information provided by friends or from
searching the World Wide Web. Neither of these sources is as uniformly reliable as recognized
leadership materials and textbooks.
Work through your study plan. You may want to work alone, or you may find it more helpful to
work with a group or with a mentor. Work through the topics and questions provided in chapter 8.
Since the SLLA focuses on application of knowledge and problem solving, memorizing definitions
from books will not be helpful to you. You should be able to define and discuss the topics in your
own words and understand the relationships between diverse topics and concepts. If you are working
with a group or mentor, you can also try informal quizzes and questioning techniques.
Study Guide for the School Leaders Licensure Assessment
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3
CHAPTER 1
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Proceed to the practice questions. Once you have completed your review, you are ready to
benefit from the “Practice Test” portions of this guide. Separate sections of the guide are devoted to
multiple-choice and constructed-response questions.
Suggestions for Using the “Practice Questions” and
“Right Answers and Sample Responses” Chapters
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Read chapter 4. This chapter will sharpen your skills in reading and answering multiple-choice
questions. For you to succeed on multiple-choice questions, you must focus carefully on the
question, avoid reading things into the question, pay attention to details, and sift patiently through
the answer choices.
Read chapter 7. This chapter will help you prepare for answering the constructed-response
questions. Just as with the multiple-choice questions, it is important for you to carefully read and
understand the questions and documents attached to the question. Some of the questions will require
that you synthesize information from several different sources in order to answer the questions.
Answer the practice questions in chapters 5 and 9. Work on the practice questions in a quiet place
without distractions. Remember that the practice questions are only examples of the way the topics
are covered in the test. The test will have different questions.
Score the practice questions. Go through the detailed answers in chapters 6 and 10 (“Right Answers”
and “Sample Responses”) and mark the questions you answered correctly and the ones you missed.
Look over the explanations of the questions you missed and see if you understand them.
Decide whether you need more review. After you have looked at your results, decide whether
there are areas that you need to brush up on before taking the actual test. Go back to your textbooks
and reference materials to see if the topics are covered there. You might also want to go over your
questions with a friend, administrator, or instructor who is familiar with the subjects.
Assess your readiness. Do you feel confident about your level of understanding in each of the
areas? If not, where do you need more work? If you feel ready, complete the checklist in chapter 11
(“Are You Ready?”) to double-check that you’ve thought through the details. If you need more
information about registration or the testing situation itself, use the resources in appendix B: “For
More Information.”
Note: Every effort is made to provide the most recent information in this study guide. However, The
School Leadership Series tests are continually evaluated and updated. You will always find the most recent
information about this test, including the topics covered, number of questions, time allotted, and scoring
criteria, in the Test at a Glance booklet available online at http://www.ets.org/sls.html.
4
Study Guide for the School Leaders Licensure Assessment
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Chapter 2
Background Information on the School Leaders Licensure
Assessment
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CHAPTER 2
What is the School Leaders Licensure Assessment?
The School Leaders Licensure Assessment was designed by Educational Testing Service (ETS) to provide
a thorough, fair, and carefully validated assessment for states to use as part of the licensure process for
education leaders. It reflects the most current research and the professional judgement and experience of
educators across the country. Based on a national job analysis study, the assessment is also aligned with the
ISLLC 2008 standards, which many states will use in developing state-specific standards for licensing and
performance of education leaders.
The School Leaders Licensure Assessment is part of a national testing program, meaning that the test
covered in this study guide is required by more than one state for licensure. The advantage of a national
program is that if you want to move to another state, you can transfer your scores from one state to another.
However, each state has specific test requirements and passing scores. If you are applying for a license in
another state, you will want to verify the appropriate test and passing score requirements. This information
is available online at www.ets.org/sls.html or by calling ETS at 800-772-9476 or 609-771-7395.
What is licensure?
Licensure in any area—medicine, law, architecture, accounting, cosmetology—is an assurance to the
public that the person holding the license possesses sufficient knowledge and skills to perform important
occupational activities safely and effectively. In the case of education leader licensing, a license tells the
public that the individual has met pre-defined competency standards for a beginning education leader.
Because a license makes such a serious claim about its holder, licensure tests are usually quite demanding.
In some fields, licensure tests have more than one part and last for more than one day. Candidates for
licensure in all fields plan intensive study as part of their professional preparation: some join study groups,
others study alone. But preparing to take a licensure test is, in all cases, a professional activity. Because it
assesses the entire body of knowledge for the field you are entering, preparing for a licensure exam takes
planning, discipline, and sustained effort.
Why Does My State Require the School Leaders Licensure
Assessment?
Your state chose the School Leaders Licensure Assessment because the test assesses the breadth and depth
of content—called the “domain”—that your state wants its education leaders to possess before they begin
to practice. The level of content knowledge, reflected in the passing score, is based on recommendations of
panels of school administrators and administrator educators. The state licensing agency and, in some states,
the state legislature ratify the passing scores that have been recommended by the panels.
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Study Guide for the School Leaders Licensure Assessment
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CHAPTER 2
How Were These Tests Developed?
ETS began the development of the School Leaders Licensure Assessment with a survey. Education leaders
around the country in various administrative positions were asked to judge which knowledge and skills a
beginning education leader needs to possess. Professors in schools of education who prepare education
leaders were asked the same questions. These responses were ranked in order of importance and sent
out to hundreds of administrators for review. All of the responses to these surveys (called “job analysis
surveys”) were analyzed to summarize the judgments of these professionals. From their consensus, we
developed guidelines, or specifications, for the multiple-choice and constructed-response tests. A committee
of practicing leaders and leader educators wrote the specifications, which were reviewed and eventually
approved by leaders. From the test specifications, groups of leaders and professional test developers created
test questions that met content requirements and satisfied the ETS Standards for Quality and Fairness.*
When your state adopted the School Leaders Licensure Assessment, local panels of practicing education
leaders and educational leadership preparation faculty met to examine the tests and to evaluate each
question for its relevance to beginning education leaders in your state. This is called a “validity study”
because local practicing leaders validate that the test content is relevant to the job. For the test to be adopted
in your state, leaders in your state must judge that it is valid. During the validity study, the panel also
provides a passing-score recommendation. This process includes a rigorous review to determine how many
of the test questions a beginning leader in that state would be able to answer correctly. Your state’s licensing
agency then reviewed the panel’s recommendations and made a final determination of the passing-score
requirement.
Throughout the development process, practitioners in the educational leadership field—education leaders
and leader educators—participated in defining what the School Leaders Licensure Assessment would cover
and what score would be needed to achieve licensure. This practice is consistent with how professional
licensure works in most fields: those who are already licensed oversee the licensing of new practitioners.
When you pass the School Leaders Licensure Assessment, you and the practitioners in your state will have
evidence that you have the knowledge and skills required for a beginning education leader.
* ETS Standards for Quality and Fairness (2003, Princeton, NJ) are consistent with the “Standards for Educational and Psychological Testing,” industry standards issued jointly by
the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education (1999, Washington, DC).
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7
Chapter 3
Study Topics for the School Leaders
Licensure Assessment
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CHAPTER 3
Introduction to the Test
The School Leaders Licensure Assessment measures beginning education leaders’ understanding and
knowledge of a broad range of job-related topics, including whether entry-level education leaders have the
standards-relevant knowledge believed necessary for competent professional practice. Educational Testing
Service (ETS) has aligned the content of the test with the Educational Leadership Policy Standards: ISLLC
2008 (ISLLC 2008) as adopted by the National Policy Board for Educational Administration and published
by the Council of Chief State School Officers. The ISLLC standards reflect what an education leader should
know and be able to do and have been adopted in whole or have been modified to serve as part of state
standards for education leaders in over 40 states.
The test requires you to respond in two different ways. Some of the questions are constructed-response
questions and require you to write out your answers. Others are multiple-choice questions that require you
to select an answer from a set of four options. For both parts of each test, you will need to apply knowledge
about educational leadership that you have gained through experience within a school system and/or in
graduate-level course work in educational leadership and administration. This chapter is intended to help
you organize your preparation for the test and to give you a clear indication about the depth and breadth of
the knowledge required for success on the test. Although the information below is grouped in six categories,
your actual score reports will show eight categories because there will be separate scores for the multiplechoice and constructed-response questions in two of the categories.
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9
CHAPTER 3
Here is an overview of the areas covered on the School Leaders Licensure Assessment:
Vision and Goals
Vision and goals for teaching and learning
Shared commitments to implement the vision and goals
Continuous improvement toward the vision and goals
Teaching and Learning
Building a professional culture
Rigorous curriculum and instruction
Assessment and accountability
Organizational Systems
and Safety
Operational systems
Fiscal and human resources
Welfare and safety of students and staff
Collaboration with
Key Stakeholders
Collaborate with families and other community
members
Community interests and needs
Maximizing community resources
Ethics and Integrity
Ethical and legal behavior
Personal values and beliefs
High standards for self and others
Education System
Professional influence
Local decisions with the larger educational policy
environment
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Study Guide for the School Leaders Licensure Assessment
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CHAPTER 3
Using the topic lists that follow
You are not expected to be an expert on all aspects of
the topics that follow, but you should understand the
major issues involved in each topic and be able to
relate the topic to various situations presented in the
test questions.
Here, for instance, is one of the topic lists in
“Rigorous curriculum and instruction” under the
“Teaching and Learning” category:
Major categories of rigorous teaching
and learning
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Develops a shared understanding of rigorous
curriculum and standards-based instructional
programs.
Works with teams, including teachers and
other instructional staff, to analyze student
work and monitor student progress.
Reviews and monitors curricular and
instructional programs to ensure student
needs are met.
Provides coherent, effective guidance of
rigorous curriculum and instruction
Assures alignment of curriculum and
instruction, student assessments, program
evaluation methods, and professional
development to content standards
Assists teachers with differentiated teaching
strategies, curricular materials, educational
technologies, and other resources.
Ensures diverse needs of each student are
addressed.
Provides all students with preparation for
and access to a challenging curriculum.
Identifies and uses rigorous research- and
data-based strategies and practices in ways
that close opportunity and achievement gaps.
▶
Conducts frequent classroom and school
visits and observations to provide
constructive and meaningful feedback to
faculty and staff.
Using textbooks, state standards documents, or
other sources as needed, make sure you understand
and can describe in your own words how these
components can be applied to various situations.
Find materials that will help you identify examples
of each and situations for which each is appropriate.
On the test you may be asked direct questions about
one or more of these topics, or you may be asked
to evaluate the use or appropriateness of a strategy
in a particular context. Many of the multiple-choice
questions and all of the constructed-response
questions will require you to propose a response
or solution for a problem. Your response will be
scored based on how well you apply the relevant
components.
Try not to be overwhelmed by the volume and scope
of content knowledge in this guide. An overview
such as this that lists educational leadership topics
does not offer you a great deal of context. Although
a specific term or concept may not seem familiar as
you see it here, you might find you will understand
it when applied to a real-life situation. Many of
the items on the actual test will provide you with a
context to apply to these topics or concepts, as you
will see when you look at the practice questions in
Chapters 5 and 9.
Special questions marked with stars
Interspersed throughout the list of topics are
questions that are outlined in boxes and preceded
by stars (★). These questions are intended to help
you test your knowledge of fundamental concepts
and your ability to apply fundamental concepts to
situations in the classroom or the real world. Most
of the questions require you to combine several
pieces of knowledge in order to formulate an
integrated understanding and response. If you spend
time on these questions, you will gain increased
understanding and facility with the subject matter
covered on the test. You might want to discuss these
questions and your answers with an instructor or
mentor.
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11
CHAPTER 3
Note that the questions marked with stars are not
short-answer or multiple-choice, and this study
guide does not provide the answers. The questions
marked with stars are intended as study questions,
not practice questions. Thinking about the answers
to them should improve your understanding of
fundamental concepts and will probably help you
answer a broad range of questions on the test. For
example, the following question marked with a star
appears in box listing study topics under “Shared
commitments to implement the vision and goals.”
★ Why is it necessary to involve others in
developing and implementing a vision and
goals?
If you think about this question, perhaps jotting
down some notes about who is involved in
developing a school vision and why they are
involved, along with what sources of information
or research supports this, you will have probably
prepared yourself to answer multiple-choice
questions similar to the one below:
Research on school-community relationships
has identified a number of points of
agreement that must be adhered to by a
school and its larger community before a
viable working relationship can exist. Which
of the following is one of the most important
points of agreement?
(A) Determining the type and amount of
community resources to be used in the
instructional program
(B) Seeking consensus on the objectives
of the educational system or on those
aspects of the system to be improved
(C) Designating which members and groups
of the community will be assigned roles
in the system
(D) Specifying what aspects of the schools
will be used as community educational
centers, during what periods of time,
and for what content areas
(The correct answer is (B). This question
emphasizes the primary importance of including
all members of the school community in shaping
the vision for the schools. This vision shapes the
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educational programs, plans, and actions. Relevant
data pertaining to the students and their families
are used in developing the school’s mission and
goals. Once there is clarity of the goals [objectives]
of the educational system and areas in need of
improvement have been identified, the foundation
of a school community partnership has been
established. Choices (A), (C), and (D) are all
activities that would be carried out after consensus
has been reached and the system’s objectives stated.
Therefore, choice (B) is the correct answer.)
Study Topics
Vision and Goals—Standard I
An education leader promotes the success of every
student by facilitating the development, articulation,
implementation, and stewardship of a vision of
learning that is shared and supported by all
stakeholders.
Vision and goals for teaching and
learning
▶
Analyzes multiple sources of information
and data about current practice prior to
developing/revising a vision and goals.
■
■
▶
Implements a vision and goals with high,
measurable expectations for all students
and educators.
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■
▶
Selects the appropriate school goal
based on data
Analyzes data to write a school goal
or determines if vision and goals are
appropriate
Develops a plan for implementing vision
and goals
Determines if expectations are
measurable, rigorous, and connected to
vision and goals
Discriminates between vision and goals
that are measurable and non-measurable
for all students
Assures alignment of the vision and goals to
school, local, state, and federal policies.
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CHAPTER 3
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Discusses and asks critical questions of
key stakeholders about the purposes of
education.
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Formulates appropriate critical questions
to ask about the vision and goals
Polls key stakeholders (i.e., students,
teachers, aides, parents, school board
members, central office administration,
superintendent) about the purposes of
education (i.e., develop lifelong learners;
develop strong citizens) in relation to
vision and goals
▶
▶
■
★ Why is it important to develop and
★ What are some of the key strategies for
involving community members in school
planning?
planning to implement a vision and goals?
▶
Engages staff and community members with
diverse perspectives to implement the vision
and achieve goals.
■
■
▶
Identifies individuals with diverse
perspectives from the internal and
external communities
Identifies strategies to engage internal
and external communities with diverse
perspectives to implement the vision and
goals
Develops shared commitments and
responsibilities among staff and the
community for selecting and carrying out
effective strategies toward the vision and
goals.
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Builds consensus
Develops a plan for distributing
responsibilities
Implements the shared vision and goals
consistently.
developing and implementing a vision and
goals?
★ Why is it necessary to use data when
Shared commitments to implement the
vision and goals
Selects the appropriate communication
strategies for particular stakeholders
Assesses the effectiveness of
communication strategies
★ Why is it necessary to involve others in
★ What types and sources of data can be used
to determine or provide support for a school
vision and goals?
Communicates the shared vision and goals in
ways that facilitate key stakeholders’ ability
to understand, support, and act on them.
■
▶
implement a vision and goals?
Determines and implements effective
strategies to assess and monitor progress
toward the vision and goals.
★ How can school community members learn
more about the importance of having a
school vision and goals?
Continuous improvement toward the
vision and goals
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▶
▶
▶
Uses a data system and multiple sources of
data to conduct a needs analysis to identify
unique strengths, needs, gaps, and areas of
improvement for students and teachers.
Uses data-driven decision making, research,
and best practices to shape and monitor
plans, programs, and activities to achieve the
vision and goals.
Identifies and addresses barriers to achieving
the vision and goals.
Implements effective strategies to facilitate
needed change.
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13
CHAPTER 3
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Engages staff and community stakeholders
in planning and carrying out programs and
activities.
Outlines a process and criteria to show
how planning, change strategies, and
instructional programs support the vision
and goals
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■
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Outlines a process and criteria to
demonstrate how resources support
achievement of the vision and goals
Develops a process that systematically
monitors progress towards the vision and
goals
■
▶
■
achieving specific goals?
★ What resources can make a difference in
whether a particular set of goals is achieved?
▶
★ Why should progress be regularly
monitored?
■
improvement plan and the school vision
and goals?
■
Teaching and Learning—Standard II
■
▶
Promotes mutual benefits and
distribution of responsibility and
accountability among the teaching and
learning community
Promotes collaborative teaching and
learning opportunities
Involves students as appropriate in
school improvement teams and processes
Creates opportunities and a safe environment
in which the staff can examine their own
beliefs, values, and practices about teaching
and learning.
■
14
Collaborates with all stakeholders to
discuss the need for change
Demonstrates a willingness to change
own position on an issue
Creates structures, procedures, and
relationships that provide time and resources
for a collaborative teaching and learning
community.
★ What is the relationship between a school
An education leader promotes the success of every
student by advocating, nurturing, and sustaining a
school culture and instructional program conducive
to student learning and staff professional growth.
Develops processes to support teacher’s
growth and interests to support student
learning
Analyzes situations and recommends
appropriate teaching and learning
practices
Models openness to change and collaborative
processes.
■
★ What types of barriers can interfere with
Creates a culture of high expectations for
all students
Identifies achievement gaps
Develops plans to reduce gaps
Guides and supports job-embedded,
standards-based professional development
that meets the learning needs of all students
and staff.
■
Monitors evidence about progress
systematically and revises plans, programs,
and activities as needed.
■
Develops a shared understanding of and
commitment to high standards for all
students and closing achievement gaps.
■
Aligns all resources, including technology, to
achieve the vision and goals.
■
▶
▶
Aligns planning, change strategies, and
instructional programs with the vision and
goals.
■
▶
Building a professional culture
Provides a safe environment for teachers
to express their beliefs and ideas
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CHAPTER 3
■
▶
Provides ongoing feedback to teachers using
data and evaluation methods that improve
practice and student learning.
■
■
▶
Provides opportunities for teachers to
take appropriate risks for improving
teaching and learning
Develops a process to provide feedback
(e.g., co-teaching, peer coaching, classroom walkthroughs) to increase teacher
effectiveness and student performance
Participates in collaborative data
analysis (e.g., evaluates student work,
disaggregates test scores) to increase
teacher effectiveness and student
performance
Guides and monitors individual teacher
professional development plans and progress
for continuous improvement of teaching and
learning.
■
▶
▶
Works with teams, including teachers and
other instructional staff, to analyze student
work and monitor student progress.
Reviews and monitors curricular and
instructional programs to ensure student
needs are met.
■
■
▶
■
▶
★ What are some strategies that would
ensure that professional development is
job-embedded and standards-based?
★ Why is taking risks important for improving
teaching and learning?
▶
to provide feedback to teachers so that they
can improve student learning?
▶
Rigorous curriculum and instruction
▶
■
■
Creates a culture supporting rigor and
relevance in curriculum and instruction
for all stakeholders
Ensures school-wide practices and
programs focus on a rigorous curriculum
and standards-based instruction
Ensures diverse needs of each student are
addressed.
■
▶
Analyzes school improvement
documents to ensure these elements are
met and linked together systemically
Assists teachers with differentiated teaching
strategies, curricular materials, educational
technologies, and other resources.
■
Develops a shared understanding of rigorous
curriculum and standards-based instructional
programs.
Engages actively in appropriate crossdisciplinary efforts to horizontally
and vertically align curriculum and
instruction
Assures alignment of curriculum and
instruction, student assessments, program
evaluation methods, and professional
development to content standards.
■
★ What sources and types of data can be used
Identifies student needs
Develops plans to meet and monitor
identified needs through appropriate
curricular and instructional practices
Provides coherent, effective guidance of
rigorous curriculum and instruction.
★ How can the professional culture and
climate of a school impact school and
student success?
Collaborates with teachers to develop
and maintain an instructional program
that ensures the standards-based
curriculum is delivered
Uses data to determine student needs
Identifies and accesses resources that are
available and needed by involving all
stakeholders
Provides all students with preparation for
and access to a challenging curriculum.
■
Monitors instructional practices and
student progress to assure that all
students are prepared for and have access
to a challenging curriculum
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CHAPTER 3
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Identifies and uses rigorous research- and
data-based strategies and practices in ways
that close opportunity and achievement gaps.
■
▶
▶
Leads staff in implementing strategies
and monitoring effectiveness to close
opportunity and achievement gaps
▶
▶
Conducts frequent classroom and school
visits and observations to provide
constructive and meaningful feedback to
faculty and staff.
Develops a plan for frequent classroom and
school visits to provide meaningful feedback.
data can be used to evaluate student
improvement?
★ What types and sources of data can be
used to monitor and evaluate instructional
strategies?
★ How and when should parents and other
stakeholders be informed about the results
of tests or other data collected within the
school and district?
★ How do various instructional strategies, such
as team or collaborative teaching, positively
or negatively impact instruction?
★ What steps may need to be taken to ensure
that curriculum and instruction is aligned to
student assessment and content standards?
★ What trends in student achievement data
might indicate that there are problems in
curriculum alignment?
Assessment and accountability
▶
Uses assessment and accountability systems
to improve the quality of teaching and
learning.
■
▶
16
Guides ongoing analyses of data about
all students and subgroups to improve
instructional programs
Analyzes multiple sources of data, including
formative and summative assessments, to
evaluate student learning, effective teaching,
and program quality.
Develops a plan that provides
opportunities for collaboration and
feedback about classroom assessments
★ What types and sources of classroom
★ In what ways do current laws, regulations,
policies, and procedures impact meeting
various student needs?
Supports teachers in development of
classroom assessments that are frequent,
rigorous, aligned with the school’s
curriculum, and provides meaningful
feedback for instructional purposes.
■
★ How do standards or changes in standards
impact curriculum development and
revision?
Interprets and communicates data about
progress toward vision and goals to the
school community and other stakeholders.
Organizational Systems and Safety—
Standard III
An education leader promotes the success of every
student by ensuring management of the organization,
operation, and resources for a safe, efficient, and
effective learning environment.
Managing Operational Systems
▶
▶
▶
Develops short term and long-range
strategic plans and processes to improve the
operational system.
Develops a process to ensure compliance
with local, state, and federal physical plant
safety regulations.
Facilitates communication and provides for
data systems that ensure the timely exchange
of information.
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CHAPTER 3
▶
Acquires equipment and technology and
monitors its maintenance and appropriate use.
■
▶
Develops a plan for acquisition
and maintenance of equipment and
technology
Creates an appropriate use policy and
monitors compliance.
★ What strategies should a school leader use
when faced with budget cuts?
★ What resources are available to assist
a school leader in handling faculty
evaluations, dismissals, and reprimands?
★ What other resources are available to a
school outside of budgeted allocations?
★ How are plans developed for appropriate use
of school facilities? Who is involved?
★ What type of safety regulations must a
building administrator be aware of and who
should be contacted if there is a problem?
Protecting the welfare and safety of
students and staff
▶
★ How can a school leader ensure that the
operational systems of a school support
school achievement goals?
■
Aligning and obtaining fiscal and
human resources
▶
Allocates funds based on student needs
within the framework of local, state, and
federal regulations.
■
▶
▶
▶
■
▶
Develops and monitors a budget process
that involves appropriate stakeholders
Conducts personnel evaluations that enhance
professional practice in accordance with
local, state, and federal policies.
■
▶
▶
Seeks additional resources needed to
accomplish the vision.
▶
Identifies counseling and health needs of
students to support student learning and
welfare
Takes steps to meet the identified needs
Involves teachers, students, and parents in
developing, implementing, and monitoring
guidelines and norms of behavior.
Develops with appropriate stakeholders a
comprehensive safety and security plan.
■
▶
Develops and implements a plan that
involves appropriate stakeholders to
ensure a safe teaching and learning
environment
Conducts ongoing reviews of the plan
Advocates for and oversees counseling and
health referral systems that support student
learning and welfare.
■
Implements effective strategies to recruit and
retain highly qualified personnel.
Assigns personnel to address student needs,
legal requirements, and equity goals.
Ensures a safe environment by proactively
addressing challenges to the physical and
emotional safety and security of students and
staff.
Conducts ongoing reviews of the plan
Identifies key emergency support personnel
in and outside of the school.
■
Identifies and documents key emergency
support personnel in and outside of the
school
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CHAPTER 3
■
▶
Communicates the information about
key emergency support and school
personnel to appropriate parties
▶
Communicates with staff, students, and
parents on a regular basis to discuss safety
expectations.
■
Documents communication of safety
expectations to staff, students, and
parents
■
▶
★ What types of plans and strategies should a
school leader have in place to protect staff
and students and to monitor threats to their
emotional security?
★ What are the components of a compre-
Uses effective public information strategies
to communicate with families and
community members (e.g., email, night
meetings, multiple languages).
Applies communication and collaboration
strategies to develop positive family and
local community partnerships, including
recognizing and celebrating educational
success.
■
▶
hensive safety and security plan and who
should be considered key emergency
personnel?
Organizes internal and external venues
and practices to celebrate the school and
student success
Utilizes appropriate strategies for
communicating effectively with the media.
■
★ What standards and procedures should be
Understands and models the need for
two-way communication
■
followed in implementing a school dress
code or code of conduct?
Uses a communication plan shared with
key stakeholders
Demonstrates an ability to communicate
with the media
★ In what types of situations can family and
community stakeholders be helpful?
Collaboration with Key
Stakeholders—Standard IV
★ What guidance do various laws, policies,
An education leader promotes the success of every
student by collaborating with faculty and community
members, responding to diverse community interests
and needs, and mobilizing community resources.
★ Under what conditions and situations should
Collaborate with families and other
community members
▶
Accesses and utilizes resources of the
school, family members, and community
to affect student and adult learning, with a
focus on removing barriers to learning.
■
■
▶
18
Collaborates with key stakeholders to
utilize resources and assure barriers to
learning are removed
Integrates a variety of programs and
services fully engaging the school and
the entire community
Involves families in decision making about
their children’s education.
and regulations provide for determining
when family or guardians have input to
educational decisions?
a school leader involve the local media?
Community interests and needs
▶
▶
Identifies key stakeholders within the school
community, including individuals and groups
with competing perspectives.
Engages with the local community in a
proactive manner.
■
■
Participates, actively and regularly, in a
variety of community events as a school
community representative
Advocates for the school within the
community
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CHAPTER 3
▶
Uses appropriate assessment strategies
and research methods to understand
and accommodate diverse student and
community dynamics.
■
▶
▶
★ How does a school leader, new to a
school and/or area, identify appropriate
stakeholders?
■
★ What criteria should be considered in
developing programs, committees, or
activities that include the community?
Maximizing community resources
▶
Collaborates with community agencies that
provide health, social, and other services to
families and children.
administrator look to outside resources in
assisting students and their families?
★ What laws and regulations govern the use of
school facilities?
★ How can the community be helpful in
identifying and supplying resources for the
school and school programs?
Ethics and Integrity—Standard V
An education leader promotes the success of every
student by acting with integrity, fairness, and in an
ethical manner.
Ethical and legal behavior
▶
Models personal and professional ethics,
integrity, justice, and fairness, and expects
the same of others.
■
▶
Develops mutually beneficial relationships
with business, religious, political, and
service organizations to share both school
and community resources such as buildings,
playing fields, parks, and medical clinics.
■
Identifies and documents the
relationships and ensures equitable and
open access to all groups in all venues as
required or legally permissible
Provides information to the community
about the benefit of existing and needed
resources
Identifies and solicits community
resources to support student learning
★ Under what circumstances should an
★ What conflict-resolution strategies would
be helpful in resolving differences between
competing groups to work for the best
interests of the school and students?
Evaluates the effective use of current
community resources in support of
student learning
Seeks community support to sustain existing
resources and identifies additional resources
as needed.
■
Involves members of diverse community
groups in all school planning and
improvement efforts
Demonstrates cultural sensitivity and
competence by engaging communities
in shared responsibilities that improve
education and achievement of all students.
Uses resources from the community
appropriately and effectively to support
student learning.
■
Utilizes diversity representative of the
community to strengthen educational
programs and planning.
■
▶
Accesses a variety of information
sources to continuously learn more
about the community and to develop an
awareness of trends
▶
■
■
▶
Behaves in a trustworthy manner
Recognizes when ethics have been
breached and takes appropriate action
Holds self and others accountable for
ethical behavior
Ensures and monitors the use of appropriate
systems and procedures to protect the rights
and confidentiality of all students and staff.
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CHAPTER 3
▶
▶
Uses the influence of the position to enhance
education and the common good (e.g., social
justice).
▶
■
Reinforces transparent (open) decisionmaking practices by making data and
rationales explicit.
■
■
■
Communicates reasons for decisions as
appropriate
Develops a plan to facilitate an open
decision-making process
Disseminates data in a transparent or
open manner within legal constraints
★ When does a situation present a conflict of
interest?
Challenges assumptions and beliefs
respectfully as they may adversely affect
students and adults.
■
Recognizes factors that may adversely
affect students and adults and takes
appropriate action
Assesses the school culture to determine
if there are negative deeply held
assumptions and beliefs that could
impact students and adults
★ What plans and strategies can be
implemented to ensure equitable treatment
of students and/or staff?
★ What steps can a school leader take to
change negative assumptions that affect
teaching and learning?
★ What are the laws and regulations regarding
privacy and confidentiality of information?
★ What types of situations often involve issues
of ethics and integrity?
High standards for self and others
▶
★ What steps, strategies, and procedures can a
school leader take to protect the privacy and
confidentiality of students and staff?
Personal values and beliefs
▶
▶
▶
▶
Demonstrates respect for the inherent dignity
and worth of each individual.
Models respect for diversity and treating
others equitably.
Establishes and maintains an open and
inclusive school community.
Uses a variety of strategies to lead others in
safely examining deeply held assumptions
and beliefs that may conflict with the
school’s vision and goals.
■
Assesses the school culture to determine
if there are negative deeply held
assumptions and beliefs that could
impact teaching and learning
Reflects upon own work, analyzes strengths
and weaknesses, and establishes goals for
professional growth.
■
▶
▶
▶
Develops a personal plan for
professional growth and development
Models and encourages continuous
professional growth.
Administers educational policies equitably
and legally.
Refocuses attention on vision and goals
when controversial issues arise.
■
■
Develops a process that involves all
stakeholders on refocusing attention on
vision and goals
Holds others accountable for ethical
behavior
★ What criteria should be considered
in developing a plan for professional
development?
★ What steps should be taken to ensure that
others are acting ethically?
20
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CHAPTER 3
Education System—Standard VI
An education leader promotes the success of every
student by understanding, responding to, and
influencing the political, social, economic, legal, and
cultural context.
Managing local decisions within the
larger educational policy environment
▶
Communicates data about educational
performance to inform decision-making and
improve policy.
■
Professional influence
▶
Facilitates constructive discussions with
the school community about local, state,
and federal laws, policies, regulations, and
statutory requirements.
■
■
▶
▶
Explains policies and regulations to the
school community
Listens to questions and problems and
interacts with the school community to
increase understanding
Develops relationships with stakeholders
and policymakers to identify, respond to,
and influence issues, trends, and potential
changes that affect the context and conduct
of education.
Advocates for equity and adequacy in
providing for students and families’
needs (educational, physical, emotional,
social, cultural, legal, and economic) to
meet educational expectations and policy
requirements.
▶
▶
Engages in appropriate lobbying and
political activism to communicate data
about educational performance in order
to inform decision-making and improve
policy
Communicates effectively with key decision
makers to improve public understanding
of local, state, and federal laws, policies,
regulations, and statutory requirements.
Advocates for excellence and equity in
education.
★ Who is involved in policy and decision
making outside of the school system?
★ What are effective organizing and
information strategies to effect broader
change?
★ How does the demographic composition of a
community affect the strategies that a school
leader would use to advocate for change?
★ Given that some laws and policies are often
complex and difficult to understand, what
are the best methods to communicate them
to stakeholders?
★ What actions can a school leader take to
support students and their needs?
★ What are the components of a change
process and how should they be used to
effect change in a given situation?
★ How can a school leader ensure that he/
she understands the critical legal, social,
economic, and political issues of a
community?
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21
Chapter 4
Don’t Be Defeated by Multiple-Choice Questions
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CHAPTER 4
Understanding Multiple-Choice Questions
When you read multiple-choice questions on the School Leaders Licensure Assessment, you will probably
notice that the syntax (word order) is different from the word order you’re used to seeing in ordinary
material that you read, such as newspapers or textbooks. One of the reasons for this difference is that many
test questions contain the phrase “which of the following.”
In order to answer a multiple-choice question successfully, you need to consider carefully the context set up
by the question and limit your choice of answers to the list given. The purpose of the phrase “which of the
following” is to remind you to do this. For example, look at this question.
Which of the following is a flavor made from beans?
(A)
(B)
(C)
(D)
Strawberry
Cherry
Vanilla
Mint
You may know that chocolate and coffee are also flavors made from beans, but they are not listed, and the
question asks you to select from the list that follows (“which of the following”). So the answer has to be the
only bean-derived flavor in the list: vanilla.
Notice that the answer can be substituted for the phrase “which of the following.” In the question above,
you could insert “vanilla” for “which of the following” and have the sentence “Vanilla is a flavor made from
beans.” Sometimes it helps to cross out “which of the following” and insert the various choices. You may
want to give this technique a try as you answer various multiple-choice questions on the practice test.
Looking carefully at the “which of the following” phrase helps you to focus on what the question is asking
you to find and on the answer choices. In the simple example above, all of the answer choices are flavors.
Your job is to decide which of the flavors is the one made from beans.
The vanilla bean question is pretty straightforward. But the phrase “which of the following” can also be
found in more challenging questions. Look at this question:
Which of the following strategies would be most effective for a school administrator who wants to
foster an open school climate?
(A) Setting the desired tone during staff meetings and through individual interactions and
memorandums
(B) Asking the district superintendent to designate the school an open school
(C) Providing a staff professional-development program on open schools
(D) Appointing a committee of parents, teachers, and students to study the idea
The placement of “which of the following” tells you that the list of choices is a list of examples of strategies
used by a school administrator to foster an open climate. What are you supposed to find as an answer? You
are supposed to find the choice that best supports creating an open climate.
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CHAPTER 4
Educational Testing Service (ETS) question-writers and editors work very hard to word each question as
clearly as possible. Sometimes, though, it helps to put the question in your own words. Here, you could
paraphrase the question as “Which of these strategies would help me to introduce an open school climate?”
The correct answer is (A). While all of the other choices address the issue of an open school climate, they do
not involve steps that will allow the principal to create it. Only choice (A) directly addresses the issue and
actively involves the skills of the school leader in making this happen.
You may also find that it helps you to circle or underline each of the critical details of the question in your
test book so that you don’t miss any of them. It’s only by looking at all parts of the question carefully that
you will have all of the information you need to answer it. Circle or underline the critical parts of what is
being asked in this question.
The curriculum supervisor for a school that includes students representing a variety of cultures
wants to put on an in-school program to support classroom emphasis on multiculturalism. Which of
the following activities during the program will best foster multiculturalism in the classroom?
(A)
(B)
(C)
(D)
Playing a variety of music from different cultures
Providing foods from various countries the students will study
Inviting families to share their customs during the program
Hanging travel posters from various countries in the classroom
Here is one possible way you may have annotated the question:
The curriculum supervisor for a school that includes students representing a variety of cultures wants
to put on an in-school program to support a classroom emphasis on multiculturalism. Which of the
following activities during the program will best foster multiculturalism in the classroom?
(A)
(B)
(C)
(D)
Playing a variety of music from different cultures
Providing foods from various countries in the role-play area
Inviting families to share their customs with the class
Hanging travel posters from various countries in the classroom
After thinking about the question, you can probably see that you are being asked to look at a list of activities
and decide which one gives students the greatest awareness of other cultures. The correct answer is (C). The
important thing is understanding what the question is asking. With enough practice, you should be able to
determine what any question is asking. Knowing the answer is, of course, a different matter, but you have to
understand a question before you can answer it correctly.
24
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CHAPTER 4
Understanding questions containing “NOT,” “LEAST,” “EXCEPT”
The words “NOT,” “EXCEPT,” and “LEAST” can make comprehension of test questions more difficult.
Such questions ask you to select the choice that doesn’t fit, that is different in some specified way from the
other answer choices. You must be very careful with this question type because it’s easy to forget that you’re
selecting the negative. This question type is used in situations in which there are several good solutions, or
ways to approach something, but also a clearly wrong way. These words are always capitalized when they
appear in The School Leadership Series test questions, but they are easily (and frequently) overlooked.
For the following test question, determine what kind of answer you need and what the details of the question
are.
Educational leadership preparation programs should ensure that potential education leaders are
trained to do all of the following EXCEPT
(A)
(B)
(C)
(D)
enforce the traditional values of society
resolve conflicts of principle and personality in ways that are effective and fair
allocate school resources effectively
implement programs and practices that observe equity and due process
The question asks you to consider skills that an education leader would be expected to possess in order to do
the job effectively. Responses (B), (C), and (D) all require development of skills related to the leader’s new
role. Response (A), enforcement of the traditional values of society, is part of the culture and norms of the
community and district but is not a task specifically assigned to an education leader.
TIP
It’s easy to get confused while you’re processing the information to answer a question with
a NOT, LEAST, or EXCEPT in the question. If you treat the word “NOT,” “LEAST,” or
“EXCEPT” as one of the details you must satisfy, you have a better chance of understanding
what the question is asking.
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25
CHAPTER 4
Understanding scenario- and document-based questions
Many of the multiple-choice questions contained in the School Leaders Licensure Assessment present a
problem-solving situation and are scenario-based. Others may include documents such as letters, newspaper
editorials, or data tables that call for analysis. Scenario- and document-based questions contain a body of
introductory material that describes a situation and/or presents a document followed by a question or a series
of questions. Answering questions based on a scenario or a document requires a careful strategy that balances
time, efficiency, and critical understanding.
Since the scenario can often be dense and complex or a table or graph might contain a lot of data, you should
read through the scenario or document before reading the question, but you should not spend time taking notes
or reading the situation multiple times until you know what the question is asking you to do.
For example, you might encounter a scenario like this one:
Ms. Petrosky, the parent of a fourth grader, Joel, appealed the action by his new teacher of six weeks
in retaining him in fourth grade because of his failure to attain the established reading standards. She
admitted that her child was slow in reading, but claimed that Joel had not progressed in his former
teachers’ classes because of their lack of interest in her son and their failure to encourage him for the
first twelve weeks of the year. She had her son transferred from one class to another several times. Ms.
Petrosky insists that her son be promoted to the fifth grade. She threatens to have her attorney sue the
school system on the basis that previous teachers mistreated her son and failed to teach him properly.
In your first reading, you should make sure that you understand the basics. In this example, you should grasp
that this is a sensitive issue that must be handled thoroughly, patiently, and with sensitivity. In reviewing the
situation, you should also understand that the most important consideration is what is in the student’s best
interest. Once you have gained an overall understanding of the situation described in the scenario, you should
answer the question.
Which of the following is the most appropriate action for the principal to take?
(A) Scheduling a conference with the parent to convince her that Joel should be retained, thus
upholding the teacher’s action
(B) Informing the parent of the required reading achievement for promotion to grade five and
referring her to the district superintendent
(C) Convening an assessment team of professionals at the school to study Joel’s achievement and
test data and recommended grade placement
(D) Directing the fourth-grade teacher to promote Joel to fifth grade
Being able to select the right answer, (C), depends on your understanding that placement decisions are the
most significant ones made regarding students and that it is imperative for all appropriate stakeholders to be
involved in making the decision.
26
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CHAPTER 4
Be Familiar with Multiple-Choice Question Types
You will probably see more than one question format on a multiple-choice test. Here are examples of some
of the more common question formats.
1.
Complete the statement
In this type of question, you are given an incomplete statement. You must select the choice that will make
the completed statement correct.
The assistant principal for curriculum and instruction wants to standardize the curriculum in a high
school department noted for disparate teaching styles and uneven results. The assistant principal’s
best approach would be to
(A)
(B)
(C)
(D)
engage all the members of the department in a dialogue about curricular goals and objectives
select outstanding teachers in the department for school-wide recognition
select common textbooks for all courses in the department
mandate a common teaching methodology for the entire department
To check your answer, reread the question and add your answer choice at the end. Be sure that your choice
best completes the sentence. Response (A) is the correct answer.
2.
Which of the following
This question type is discussed in detail in a previous section. The question contains the details that must be
satisfied for a correct answer, and it uses “which of the following” to limit the choices to the four choices
shown, as this example demonstrates.
A principal is planning to fill a vacant curriculum supervisor position in a high school that has been
criticized by parents and students for its weak academic program. When selecting a candidate, the
principal should ensure that a candidate be selected from which of the following:
(A) candidates recommended by the faculties of nearby colleges and universities
(B) the principals already within the district, since they are knowledgeable about the problems
that exist
(C) a list of available candidates who have scored high on a specified standardized examination
(D) a number of candidates recommended by a committee consisting of representatives of the
school staff, parents, and students
The correct answer is (D).
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27
CHAPTER 4
3.
Roman numeral choices
This format is used when there can be more than one correct answer in the list. Consider the following
example which also includes documents such as those described in the section on Understanding
scenario- and document-based questions.
Document 1 and document 2 are schedules for a high school that is considering a shift
from Schedule A to Schedule B. The following profile characterizes this high school.
Number of students: 1,100
Grades:
9–12
Number of Faculty: 62
Percent of graduates attending four-year colleges: 57%
The percent of students scoring below standard on the state assessment is
comparable to the state average.
Examine the two schedules and then answer the question that follows.
Document 1 – Schedule A
Monday – Friday
Semesters 1 and 2
Homeroom
Period 1
Period 2
Period 3
Period 4
Period 5 / Lunch
Period 6
Period 7
Period 8
Time
7:45
8:06
8:57
9:48
10:39
11:32
12:23
1:14
2:05
–
–
–
–
–
–
–
–
–
8:00
8:51
9:42
10:33
11:24
12:17
1:08
1:59
2:50
Document 2 – Schedule B
BASIC 4/4 SEMESTER BLOCK SCHEDULE (8 COURSES)
7:45
9:35
11:10
11:45
1:20
28
Time
–
–
–
–
–
9:30
11:05
11:40
1:15
2:50
Period
Homeroom + 1
2
Lunch
3
4
Semester 1
Course 1
Course 2
Lunch
Course 3
Course 4
Semester 2
Course 5
Course 6
Lunch
Course 7
Course 8
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CHAPTER 4
Question
Based on the information provided, students are most likely to experience which of the following
benefits in switching to schedule B
I.
II.
III.
IV.
More intensive involvement in each course
Smaller class size
Improved student-teacher relationships
Better focus due to fewer transitions
(A)
(B)
(C)
(D)
I and II only
III and IV only
I, II, and III only
I, III, and IV only
One useful strategy for this type of question is to assess each possible answer before looking at the answer
choices and then evaluate the answer choices. In the question above, “More intensive involvement in each
course” is a likely benefit of the longer block periods shown in Schedule B. So are “Improved studentteacher relationships” and “Better focus due to fewer transitions.” “Smaller class size,” however, is not a
likely result of changing the schedule. Therefore, the correct answer is (D).
4.
Questions containing NOT, LEAST, EXCEPT
This question type is discussed at length above. It asks you to select the choice that doesn’t fit.
5.
Other formats
New formats are developed from time to time in order to find new ways of assessing knowledge with
multiple-choice questions. If you see a format you are not familiar with, read the directions carefully.
Then read and approach the question the way you would any other question, asking yourself what you
are supposed to be looking for and what details are given in the question that help you find the answer.
Other Useful Facts About the Test
1. You can answer the questions in any order. You can go through the questions from beginning to end,
as many test takers do, or you can create your own path. Perhaps you will want to answer questions in your
strongest area of knowledge first and then move from your strengths to your weaker areas. There is no right
or wrong way. Use the approach that works best for you.
2. There are no trick questions on the test. You don’t have to find any hidden meanings or worry about
trick wording. All of the questions on the test ask about subject matter knowledge in a straightforward
manner.
3. Don’t worry about answer patterns. There is one myth that says that answers on multiple-choice
tests follow patterns. There is another myth that there will never be more than two questions with the same
lettered answer following each other. There is no truth to either of these myths. Select the answer you think
is correct based on your knowledge of the subject.
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29
CHAPTER 4
4. There is no penalty for guessing. Your test score for multiple-choice questions is based on the number
of correct answers you have. When you don’t know the answer to a question, try to eliminate any obviously
wrong answers and then guess at the correct one.
5. It’s OK to write in your test booklet. You can work out problems right on the pages of the booklet,
make notes to yourself, mark questions you want to review later, or write anything at all. Your test booklet
will be destroyed after you are finished with it, so use it in any way that is helpful to you. But make sure to
mark your answers on the answer sheet.
Smart Tips for Taking the Test
1. Put your answers in the right “bubbles.” It seems obvious, but be sure that you are filling in the
answer “bubble” that corresponds to the question you are answering. A significant number of test takers fill
in a bubble without checking to see that the number matches the question they are answering.
2. Skip the questions you find extremely difficult. There are sure to be some questions that you think
are hard. Rather than trying to answer these on your first pass through the test, leave them blank and mark
them in your test booklet so that you can come back to them later. Pay attention to the time as you answer
the rest of the questions on the test, and try to finish with 10 or 15 minutes remaining so that you can go
back over the questions you left blank. Even if you don’t know the answer the second time you read the
questions, see if you can narrow down the possible answers, and then guess.
3. Keep track of the time. Bring a watch to the test, just in case the clock in the test room is difficult
for you to see. You will probably have plenty of time to answer all of the questions, but if you find yourself
becoming bogged down in one section, you might decide to move on and come back to that section later.
4. Read all of the possible answers before selecting one—and then reread the question to be sure the
answer you have selected really answers the question being asked. Remember that a question that contains
a phrase such as “Which of the following does NOT ...” is asking for the one answer that is NOT a correct
statement or conclusion.
5. Check your answers. If you have extra time left over at the end of the test, look over each question and
make sure that you have filled in the “bubble” on the answer sheet as you intended. Many test takers make
careless mistakes that they could have corrected if they had checked their answers.
6. Don’t worry about your score when you are taking the test. No one is expected to answer all of
the questions correctly. Your score on this test is not analogous to your score on the SAT ®, the GRE ®, or
other similar-looking (but in fact very different!) tests. It doesn’t matter on this test whether you score very
high or barely pass. If you meet the minimum passing scores for your state and you meet the state’s other
requirements for obtaining a teaching license, you will receive a license. In other words, your actual score
doesn’t matter, as long as it is above the minimum required score.
30
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Chapter 5
Practice Multiple-Choice Questions for the
School Leaders Licensure Assessment
▲
▲
▲
▲
▲
▲
▲
▲
▲
▲
▲
▲
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CHAPTER 5
Now that you have studied the content topics and have worked through strategies relating to
multiple-choice questions, you should take the following practice test. You will probably find it
helpful to simulate actual testing conditions, giving yourself 120 minutes to work on the
questions. You can cut out and use the answer sheet provided if you wish.
Keep in mind that the test you take at an actual administration will have different questions,
although the proportion of questions in each area and major subarea will be approximately the
same. You should not expect the percentage of questions you answer correctly in these practice
questions to be exactly the same as when you take the test at an actual administration, since
numerous factors affect a person’s performance in any given testing situation.
When you have finished the practice questions, you can score your answers and read the
explanations of the best answer choices in chapter 6.
32
Study Guide for the School Leaders Licensure Assessment
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School Leadership Series
SCHOOL LEADERS LICENSURE ASSESSMENT
This test has two separately timed sections.
(Section II of this assessment can be found in chapter 8)
Section I
85 Multiple-choice Questions
Time—120 minutes
(Note, at the official test administration, there will be 100 questions,
and you will be allowed 140 minutes to complete the test.)
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Q
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5. CANDIDATE ID
NUMBER
SIGNATURE:
TELEPHONE NUMBER:
(Print)
MAILING ADDRESS:
9
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3
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1
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(
)
Home
TEST DATE:
(
First Name (Given)
City
Center Number
S
Country
Center Name
)
Q3365-01
Apt. # (if any)
M. I.
Business
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Room Number
6. TEST CENTER/REPORTING LOCATION
Country
City
P.O. Box or Street Address
Last Name (Family or Surname)
Copyright © 2009 Educational Testing Service. All rights reserved. Educational Testing Service, ETS, and the ETS logo are registered trademarks of Educational Testing Service. Praxis and The Praxis Series are trademarks of Educational Testing Service.
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YOUR NAME:
(Print)
2.
Enter your last name and first
initial. Omit spaces, hyphens,
apostrophes, etc.
Last Name
(first 6 letters)
Answer Sheet
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Feb.
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S
8. TEST BOOK SERIAL NUMBER
4
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751186
77134 • 77134 • TF59E18 • Printed in U.S.A.
0
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4. SOCIAL SECURITY
NUMBER
S123456789T
0
Day
3. DATE OF
BIRTH
7. TEST CODE/
FORM CODE
Use only a pencil with soft black lead (No. 2 or HB) to complete this answer sheet. Be sure to fill in completely
the circle that corresponds to the proper letter or number. Completely erase any errors or stray marks.
1. NAME
DO NOT USE INK
SCHOOL LEADERSHIP SERIES
DO NOT WRITE IN THIS AREA.
PAGE 2
CERTIFICATION STATEMENT: (Please write the following statement below. DO NOT PRINT.)
“I hereby agree to the conditions set forth in the Registration Bulletin and certify that I am the person whose name and address appear on this answer sheet.”
SIGNATURE:
DATE:
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TR
Day
Year
101. Write your response on
the appropriate pages of
the answer sheet.
102. Write your response on
the appropriate pages of
the answer sheet.
103. Write your response on
the appropriate pages of
the answer sheet.
104. Write your response on
the appropriate pages of
the answer sheet.
105. Write your response on
the appropriate pages of
the answer sheet.
106. Write your response on
the appropriate pages of
the answer sheet.
107. Write your response on
the appropriate pages of
the answer sheet.
ESSAY
TUESDAY
CS
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CHAPTER 5
1. The Midland County School Board reported to
the superintendent that the percentage of students
who drop out of high school has increased over
the last three years. The principal has been
charged by the superintendent with addressing
this concern.
Of the following, which would be the most
effective approach for the principal to use to
encourage students to stay in school?
(A) Examine the school’s academic program to
identify areas that are the most challenging
to students at risk for dropping out
(B) Form a collaborative team to research
successful dropout-prevention programs
and recommend one for use in Midland
High School
(C) Develop a system for identifying students
at risk of dropping out and assign each a
faculty mentor
(D) Share the data with teachers in order for them
to develop individual dropout-prevention
strategies
58
2. The 2004 2007 School Academic Progress
Report for Jones High School indicated that
nearly 50 percent of its students had enrolled
in and completed an Advanced Placement (AP)
course prior to graduation. This rate is 20 percent
higher than the national average and 35 percent
higher than the state average. The report also
showed that while the students earned an
average final grade of 93.7 in these courses,
only 10 percent of these students scored at
least proficient (grade 3–5) or better on the
standardized AP test. The principal was asked
if the school’s AP program needed any
modifications.
Which statement best describes the direction
that the principal might suggest for the school’s
AP curriculum and instruction in the future?
(A) The course content is well taught, but more
emphasis should be placed on test-taking
strategies.
(B) The school’s AP curriculum and instructional
program should be evaluated to ensure they
meet the rigor required by the national
standards.
(C) Jones High School should be commended for
its high participation rate in AP courses, and
there is little or no need to increase the rigor
of the instruction.
(D) The AP test is not aligned with the state
curriculum standards and instruction, and
faculty should continue their current
instructional program, which prepares
students for college.
Study Guide for the School Leaders Licensure Assessment
This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited.
CHAPTER 5
3. Cone Middle School has failed to achieve
adequate yearly progress over the past two school
years due to chronically low standardized test
scores in math and reading. The principal and
administrative team have been charged with
developing a school action plan for the upcoming
school year.
Which of the following would be the most
effective initial action of the plan?
(A) Disaggregate the data, identify specific
areas for improvement, and then form a
collaborative team of teachers, community
members, and officials to develop the
action plan
(B) Plan a community meeting with the parents,
community members, and local officials
to ask for volunteers to help the principal
develop the action plan
(C) Disaggregate the data, identify which
subgroup had the lowest performance, and
remediate that group for the next six months
to raise test scores
(D) Meet with all of the students who failed the
tests last year and their parents to encourage
the students to try harder this year
4. The principal is considering revising grade-level
teaching assignments as part of a plan to address
the weaknesses of the instructional program. After
proposing the changes to the faculty, the principal
senses growing opposition.
What action should the principal take to address
the situation and relieve the growing conflict?
(A) Put the proposal aside until all faculty
members express agreement with the
teaching assignments
(B) Examine the history of the teaching
assignments to better understand the
faculty’s attachment to the present system
(C) Bring together representative members of
the faculty to examine the potential benefits
and drawbacks of revising the teaching
assignments
(D) Inform the superintendent of the situation
and enlist her help in mediating the conflict
Study Guide for the School Leaders Licensure Assessment
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59
CHAPTER 5
5. At the end of the school year, the parent of
a gifted first-grade student asks the principal to
allow his child to accelerate to the third grade the
following school year. The student’s teacher, an
experienced first-grade teacher, is in agreement
and shows evidence of the child’s ability to
perform far above grade level expectations.
Currently, the school’s gifted-and-talented
program for the primary grades is one of
enrichment rather than acceleration.
For the student’s best interest, which of the
following considerations is most important
in deciding whether to place the student in
second grade or third grade?
(A) Whether the second-grade teacher will be
able to support the student’s needs
(B) Whether the student is motivated and socially
and emotionally ready for third grade
(C) Whether this is aligned with the school’s
goals and visions
(D) Whether this would set a precedent for other
parents of gifted students
60
6. The Mountain View Middle School is open to
students on school days from 8 A.M. to 4 P.M.
Each morning, the principal arrives on campus
at 7 A.M. and routinely finds groups of students
waiting outside the school building. A similar
situation occurs each afternoon after dismissal.
Many working parents in the community drop off
and pick up children before and after their work
hours. The principal would like to address the
potentially unsafe situation. Which of the
following should be his initial action?
(A) Adding a section in the student handbook
that includes the school’s hours and
emphasizing that no adult supervision
is provided outside those hours
(B) Making the school’s provider of social
services aware of the names of students
who are habitually at school before and
after hours
(C) Consulting with the superintendent about
the district’s ability and/or obligation to
supervise students who arrive at school
before and after hours
(D) Establishing a stipend position for staff
members to supervise students who arrive
at school before and after hours
Study Guide for the School Leaders Licensure Assessment
This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited.
CHAPTER 5
7. A new principal at a suburban high school with
a zero-tolerance policy has initiated a program to
enhance school safety by encouraging students to
report potential threats to school security. Shortly
thereafter, a student reports seeing another student
displaying a handgun in the locker room. The
principal quickly investigates the issue and
discovers that the gun is a fancy cigarette lighter.
Which of the following should be the principal’s
next step?
(A) Direct school security to further investigate
the incident
(B) Publicly recognize the student for reporting
the incident
(C) Distribute a copy of the zero-tolerance policy
again to all students
(D) Discipline the student who brought the
cigarette lighter to school in accordance
with the zero-tolerance policy
8. A group of parents representing gifted students
writes a letter to the principal complaining that
the school’s computer lab is used primarily for
remediating students in reading and math. The
letter indicates that the gifted children are not
offered the same opportunities to utilize the
computer lab as those students receiving
remediation.
After investigating the issue, the principal agrees
that the schedule should be revised. Her decision
is most likely based on
(A) a willingness to change her own position
on an issue
(B) the need to provide equal access to
technology resources
(C) the importance of involving families in
decisions about their children
(D) the value of building consensus on effective
instructional practices
Study Guide for the School Leaders Licensure Assessment
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61
CHAPTER 5
9. A substitute teacher who is also a parent of
students at Wilson High School complains to
the new principal about a stained area of the
floor in one of the girls’ bathrooms. She is
concerned that the stain is mold and represents
an unsanitary condition. She is very angry and
insists that the floor be replaced immediately.
What is the first step the principal should take to
address the parent’s concern about a health issue
in the girls’ bathroom?
(A) Contact health officials to analyze the stain
(B) Gather estimates for the replacement of the
floor
(C) Direct custodians to investigate and disinfect
the area
(D) Schedule a meeting with teachers and parents
to gather input for solutions
10. Janesville School District requires that all teachers
submit electronic copies of their weekly lesson
plans to the school curriculum coordinator.
Written guidelines for developing lesson plans
indicate that the plan must clearly emphasize
rigorous curriculum and standards-based
instruction. A first-year teacher often fails to
submit his lesson plans on time, and when he does
submit them, the plans often do not appropriately
reflect the standards contained in the guidelines.
11. A principal has been appointed to a middle
school in which the scores on state tests have
been decreasing each year for the past three years.
The superintendent is concerned the school will
not make adequate yearly progress (AYP), and
improving this school’s performance is a top
priority in the district. Which of the following
actions by the principal is most likely to be
effective in addressing the issue of declining
scores?
(A) Forming a committee composed of teachers,
students, parents, and community members
to develop a plan of action
(B) Working with the superintendent and other
district administrators to develop a plan of
action
(C) Following the improvement plan of a school
with similar demographics whose students
consistently perform adequately
(D) Hiring an outside consulting firm that has
expertise in the area of school improvement
Which of the following steps should the
curriculum coordinator take to best help
the teacher comply with the established
procedures?
(A) Directing the teacher’s mentor to make
preparing and submitting lesson plans the
primary focus of their collaborative work
(B) Meeting with the teacher to direct him to
follow district lesson-plan procedures
(C) Documenting the teacher’s performance
for potential disciplinary action
(D) Sending a memo to all staff, outlining
the district’s lesson- plan procedures
62
Study Guide for the School Leaders Licensure Assessment
This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited.
CHAPTER 5
Questions 12-13 are based on the following
scenario.
As the principal of Dolly Madison Sec...
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