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CREATE A PERSONAL STUDY GUIDE TO HELP TO PASS THE SCHOOL LEADER’S LICENSURE EXAM (SLLA )

Attached you can find the official study guide, and a sample of the test. You can also use them as references.

* instruction: You have to create a study guid that covering all the 6 ISLLC standers.There is no page limits but you should cover those six standards.

The Interstate School Leaders Licensure Consortium (ISLLC)

ISLLC's Standards for School Leaders:

1. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and professional growth.

3. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

4. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, and mobilizing community resources.

5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

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The School Leadership Series eBooks The Official Study Guide School Leaders Licensure Assessment Test Code: 1011 Revised 2009 ■ Study Topics ■ Practice Questions Directly From the Test Makers ■ Test-Taking Strategies www.ets.org/sls This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. Study Guide for the School Leaders Licensure Assessment (SLLA) Revised 2009 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. Table of Contents Study Guide for the School Leaders Licensure Assessment ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. Chapter 1 Introduction to the School Leaders Licensure Assessment and Suggestions for Using This Study Guide ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 − IV. Collaborating with Key Stakeholders 15% 21 − 15% 21 − 10% − 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 ■ ■ ■ ■ ■ 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 3 CHAPTER 1 ■ 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 ■ ■ ■ ■ ■ ■ 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. Chapter 2 Background Information on the School Leaders Licensure Assessment ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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. 6 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 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). Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 7 Chapter 3 Study Topics for the School Leaders Licensure Assessment ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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. Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 10 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 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 ▶ ▶ ▶ ▶ ▶ ▶ ▶ ▶ ▶ 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. Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 12 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. ■ ■ ■ ▶ 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. 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 3 ▶ Discusses and asks critical questions of key stakeholders about the purposes of education. ■ ■ 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. ■ ■ 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 ▶ ▶ ▶ ▶ 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. Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 13 CHAPTER 3 ▶ ▶ 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 ■ ■ ▶ 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 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 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 Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 15 CHAPTER 3 ▶ 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. 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 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 Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 17 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 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 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. Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 19 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 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 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? Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 21 Chapter 4 Don’t Be Defeated by Multiple-Choice Questions ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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. Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 23 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 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 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. Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 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 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). Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 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 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. Study Guide for the School Leaders Licensure Assessment This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 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 Practice Multiple-Choice Questions for the School Leaders Licensure Assessment ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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.) This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. Q O H I C D E F G H C D E F G H This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. S T U V W X Y Z S T U V W X Y Z Z Y X W V U T S R Q P O N M Z Y X W V U T S R Q P O N M L K J I H G F E D C B A Z Y X W V U T S R Q P O N M L K J I H G F E D C B A Z Y X W V U T S R Q P O N M L K J I H G F E D C B A Z Y X W V U T S R Q P O N M L K J I H G F E D C B A O Q 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 5. CANDIDATE ID NUMBER SIGNATURE: TELEPHONE NUMBER: (Print) MAILING ADDRESS: 9 8 7 6 5 4 3 2 1 0 ( ) Home TEST DATE: ( First Name (Given) City Center Number S Country Center Name ) Q3365-01 Apt. # (if any) M. I. Business 0 1 1 9 8 7 6 5 4 3 2 1 0 Zip or Postal Code State or Province State or Province 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. R R P Q P Q O O N N L L M L M K K K J I J I J G F E D C B B B A A A FI YOUR NAME: (Print) 2. Enter your last name and first initial. Omit spaces, hyphens, apostrophes, etc. Last Name (first 6 letters) Answer Sheet Jan. Feb. Mar. April May June July Aug. Sept. Oct. Nov. Dec. Month 9 8 7 6 5 4 3 2 1 0 2 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 3 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 7 8 9 4 5 6 7 4 9 8 7 6 5 4 3 2 1 0 6 3 3 9 8 7 6 5 4 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 9. TEST FORM S 8. TEST BOOK SERIAL NUMBER 4 3 2 1 0 751186 77134 • 77134 • TF59E18 • Printed in U.S.A. 0 1 10. TEST NAME 9 8 5 2 2 3 1 1 2 0 1 0 PAGE 1 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: Month 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. ETS USE ONLY A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D 1R 36. 37 . 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 2R 3R A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D 4R 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 5R 6R A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 3 DO NOT WRITE IN THIS AREA. BEGIN YOUR RESPONSE TO QUESTION 101 HERE. Use only the space provided to write your response. QUESTION 101 ONLY Question 101 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 4 QUESTION 101 CONTINUED QUESTION 101 ONLY Question 101 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 5 DO NOT WRITE IN THIS AREA. QUESTION 101 CONTINUED QUESTION 101 ONLY This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 6 BEGIN YOUR RESPONSE TO QUESTION 102 HERE. Use only the space provided to write your response. QUESTION 102 ONLY Question 102 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 7 DO NOT WRITE IN THIS AREA. QUESTION 102 CONTINUED QUESTION 102 ONLY Question 102 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 8 QUESTION 102 CONTINUED QUESTION 102 ONLY This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 9 DO NOT WRITE IN THIS AREA. BEGIN YOUR RESPONSE TO QUESTION 103 HERE. Use only the space provided to write your response. QUESTION 103 ONLY Question 103 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 10 QUESTION 103 CONTINUED QUESTION 103 ONLY Question 103 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 11 DO NOT WRITE IN THIS AREA. QUESTION 103 CONTINUED QUESTION 103 ONLY This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 12 BEGIN YOUR RESPONSE TO QUESTION 104 HERE. Use only the space provided to write your response. QUESTION 104 ONLY Question 104 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 13 QUESTION 104 CONTINUED QUESTION 104 ONLY Question 104 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 14 DO NOT WRITE IN THIS AREA. QUESTION 104 CONTINUED QUESTION 104 ONLY This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 15 BEGIN YOUR RESPONSE TO QUESTION 105 HERE. Use only the space provided to write your response. QUESTION 105 ONLY Question 105 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 16 DO NOT WRITE IN THIS AREA. QUESTION 105 CONTINUED QUESTION 105 ONLY Question 105 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 17 QUESTION 105 CONTINUED QUESTION 105 ONLY This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 18 DO NOT WRITE IN THIS AREA. BEGIN YOUR RESPONSE TO QUESTION 106 HERE. Use only the space provided to write your response. QUESTION 106 ONLY Question 106 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 19 QUESTION 106 CONTINUED QUESTION 106 ONLY Question 106 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 20 DO NOT WRITE IN THIS AREA. QUESTION 106 CONTINUED QUESTION 106 ONLY This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 21 BEGIN YOUR RESPONSE TO QUESTION 107 HERE. Use only the space provided to write your response. QUESTION 107 ONLY Question 107 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 22 DO NOT WRITE IN THIS AREA. QUESTION 107 CONTINUED QUESTION 107 ONLY Question 107 Continued This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 23 QUESTION 107 CONTINUED QUESTION 107 ONLY This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. PAGE 24 DO NOT WRITE IN THIS AREA. This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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 This ebook was issued to Harold McCray, order #9418931826. Unlawful distribution of this ebook is prohibited. 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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