This section presents some sample exam questions for you to review as part of your preparation for the exam. To demonstrate how each competency may be assessed, each sample question is accompanied by the competency that it measures. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual exam.
For each sample exam question, there is a correct answer and a rationale for each answer option. The sample questions are included to illustrate the formats and types of questions you will see on the exam; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual exam.
The sample questions included are representative of all competencies, but not necessarily all descriptive statements. The sample questions can be used to establish rigor, alignment, and context expectations you can expect on the actual exam. However, the questions should not be considered all-inclusive of the content of the descriptive statements.
The sample questions should not be used to gauge the time it will take you to complete the exam because the questions are not representative of the total number of questions on an actual exam or weighted by domain or competency to reflect an actual exam.
Clustered Sets
Questions 17–20 refer to the following information.
Review the question and the 1-minute video clip of a post-observation conference.
Mr. Ramirez is a principal in a 9–12 high school. A few days ago, he observed the eleventh-grade English literature class of Ms. O'Toole, an experienced teacher. The class had just concluded their study of the novel Candide, and Ms. O'Toole had planned an independent practice involving small groups of students discussing open-ended questions and drawing conclusions about the novel.
During the post-observation conference, Mr. Ramirez asks Ms. O'Toole to identify an aspect of the lesson that did not go as planned. Refer to the following video where Ms. O'Toole responds to the principal's question.
Video of the Teacher's Reflections During a Post-Observation ConferenceReview the 1-minute video clip of a post-observation conference.
Play video in new window
View a transcript of the video
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
17. Ms. O'Toole indicates that she is discouraged by the lack of understanding in the conclusions the students drew about the novel's main character. Which of the following is Mr. Ramirez' most appropriate initial response to Ms. O'Toole?
- "Discouragement builds perseverance and resilience; you should see this as an opportunity to reflect on the students' performance and range of ability levels."
- "Students at this grade level must assume considerable responsibility for the success of any assignment; this prepares them to succeed in higher education."
- "I hear you saying that you were unhappy with students' performance. We can work together to set rigorous instructional goals and identify strategies to reach those goals."
- "There will always be students who do not understand complex concepts; we can only try to develop their thinking skills and maintain rigorous standards."
Competency 005—The entry-level principal knows how to provide feedback, coaching, and professional development to staff through evaluation and supervision, knows how to reflect on his/her own practice, and strives to grow professionally.
18. Mr. Ramirez recommends action steps for Ms. O'Toole to follow to ensure that her independent practice meets her instructional goals. Place in the correct sequence the action steps Ms. O'Toole should take when planning and implementing independent practice.
Next are 3 choices followed by a graphic of 3 empty boxes labelled Firts, blank, Third.
The correct order of options is 3, 1, 2. Ms. O'Toole should first clarify her parameters for acceptable answers by scripting the ideal conclusions the students should draw. This forms the basis for evaluating student performance. She should then prepare a targeted writing task or similar activity to help students focus on the content and skills to apply in their small-group discussion. Lastly, she should be prepared to circulate among the groups as they work so she can informally evaluate the groups' work and lead students to correct conclusions with brief comments.Give students a targeted writing task to complete prior to the lesson
Monitor and cue students to reconsider incorrect perceptions or conclusions
Script out the ideal conclusions that students should draw
First blank blank label blank Third blank
Competency 005—The entry-level principal knows how to provide feedback, coaching, and professional development to staff through evaluation and supervision, knows how to reflect on his/her own practice, and strives to grow professionally.
19. Ms. O'Toole seeks advice from Mr. Ramirez about how to plan the lesson for the next day, considering that many students drew inaccurate conclusions about the novel's main character. Which of the following is the best strategy for Mr. Ramirez to recommend?
- Asking students to reconsider the previous day's discussion questions during a whole-class meeting
- Using direct instruction to point out evidence in the novel that supports the dynamic evolution of the main character
- Modeling a think-aloud for students that demonstrates how to cite the novel to support conclusions
- Providing students with a scholarly commentary about the roles of the different characters in the novel
Competency 005—The entry-level principal knows how to provide feedback, coaching, and professional development to staff through evaluation and supervision, knows how to reflect on his/her own practice, and strives to grow professionally.
20. Mr. Ramirez concludes that Ms. O'Toole will benefit from coaching on how to address the problem of students reinforcing misconceptions or misunderstandings when participating in independent practice. Which of the following is the best recommendation he can give Ms. O'Toole?
- Placing students in mixed-ability groups rather than same-ability groups
- Anticipating and preparing for errors that individual students or groups might make
- Differentiating the content and product rather than the instructional activity
- Providing less capable students with questions that require low-level thinking skills
Questions 21–24 refer to the following information.
Ms. Washington, a high school principal, is hired for a low-performing school and will lead a turnaround initiative. As part of the initiative, Ms. Washington screened all existing faculty and staff at the end of the previous school year against district-developed criteria for effective teachers and did not rehire 25 percent of the team.
Ms. Washington will work with an intervention team composed of campus leadership, teachers, and instructional specialists to ensure significant gains in student achievement within two years. Ms. Washington meets with the campus improvement committee members, who share that staff members are apprehensive about possible changes as a turnaround campus. In response, Ms. Washington prepares facilitation notes for the first faculty meeting and identifies four key points that she will present at the first faculty meeting.
Ms. Washington also sets aside time to review the previous principal's records that document student progress throughout the last school year.
Documents
- Ms. Washington's Facilitation Notes for First Faculty Meeting
- Campus Profile
- STAAR Percent at Approaches Grade Level or Above
- Previous Principal's Student Progress Monitoring Chart
Ms. Washington's Facilitation Notes for First Faculty Meeting
Our school has been designated as a low-performing school because our students have underperformed academically for two years. Many turnaround schools have challenges similar to ours in ensuring that all students achieve standards while closing the achievement gaps for students living in poverty, those from low-performing student groups, and students with disabilities.
School turnaround is a challenging undertaking, and studies indicate that strong leadership, professional learning opportunities, use of data for instructional decisions, and a collaborative school culture are successful practices. I intend to provide the strong leadership needed to place our school among those that return to satisfactory performance and look forward to working with you to make that happen.
Key Point 1
Important work needs to be done to improve the curriculum and instruction we are providing our students. Change is difficult. It will be critical that 100% of teachers are open to new collaborative structures and best practices. I will begin joining you at your weekly team meetings to start this work quickly.
Note to self: Those of you who have been here for many years may be resistant to this type of change.Key Point 2
To begin addressing student performance issues, we must know our students and their needs, home challenges, and academic weaknesses through interim and summative assessments. We need to know each student's mastery, or lack of, after every lesson and concept has been taught. I know this approach is starkly different than what you are used to doing, as many of you have shared that you value your autonomy in planning and instruction, but we must open our doors and begin working together.Key Point 3
We must stand together, taking risks to achieve our shared campus vision and goals. I will need your ideas, ingenuity, and leadership to develop a new plan that creates new possibilities for our students. Your commitment to these efforts is invaluable!Key Point 4
We will be working on high-leverage actions that will bring about rapid, measurable progress in some key areas. I will also be implementing equally high-leverage and innovative methods for acknowledging progress toward meeting our academic goals.
Campus Profile
The table has 3 sets of data separated by a blank rows. The first set is Total Students, the second set is Ethnic Distribution, and the third set contains additional student demographic information.
Campus CountCampus PercentDistrictState TOTAL STUDENTS 494 100% 1,786 5,284,252 blank row ETHNIC DISTRIBUTION African American 5 1.0% 0.4% 12.6% Hispanic 422 85.4% 85.0% 52.2% White 65 13.2% 13.9% 28.5% American Indian 0 0.0% 0.1% 0.4% Asian 1 0.2% 0.2% 4.0% Pacific Islander 0 0.0% 0.0% 0.1% Two or More Races 1 0.2% 0.4% 2.1% blank row Economically Disadvantaged 350 70.8% 70.4% 59.0% Non-Educationally Disadvantaged 144 29.2% 29.6% 41.0% English Language Learners (ELL) 19 3.9% 4.9% 18.5% Students with Disciplinary Placements 16 3.1% 1.4% 1.5% At-Risk 259 52.4% 53.8% 50.1% Mobility 102 19.6% 16.6% 16.5%
STAAR Percent at Approaches Grade Level or Above
StateDistrictCampusAfrican AmericanHispanicWhiteSpecial EdEcon DisadvELL END OF COURSE English I 65% 42% 42% asterisk 40% 80% 28% 42% asterisk English II 67% 49% 49% asterisk 48% 85% asterisk 49% asterisk Algebra 78% 48% 46% asterisk 40% 80% 28% 43% asterisk Biology 87% 75% 75% asterisk 73% 89% 47% 72% asterisk U.S. History 91% 78% 78% asterisk 77% 88% 42% 70% asterisk An asterisk (*) is used to mask small numbers in order to comply with the federal Family Educational Rights and Privacy Act (FERPA).
Previous Principal's Student Progress Monitoring Chart Percentage of Students Meeting Standard
GoalAll Students To reach by end of year1st 9 Weeks Benchmark**2nd 9 Weeks Benchmark3rd 9 Weeks Benchmark English I 65% 50% 51% 53% English II 67% 55% 58% 58% Algebra 78% 40% 42% 44% Biology 87% 65% 67% 68% U.S. History 91% 65% 70% 72% **"Benchmarks" refer to cumulative mock STAAR exams administered to students.
Competency 001—The entry-level principal knows how to establish and implement a shared vision and culture of high expectations for all stakeholders (students, staff, parents, and community).
21. Given the characteristics of turnaround schools and the indicators of success, which of the following actions should the principal consider to best proactively address the resistant teachers mentioned in Key Point 1?
- Communicating nonnegotiable, goal-oriented expectations for committing to the schoolwide vision and establishing support structures to facilitate the change process
- Recruiting new staff in core content areas and special education to support the learning of at-risk students
- Planning a campus-wide incentive system to encourage resistant staff to actively promote and support campus change initiatives
- Encouraging teachers with the most years of teaching experience to mentor resistant teachers on effective instructional strategies
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
22. Which of the following is the primary outcome of systematically implementing and monitoring the instructional data described in Key Point 2 of the principal's facilitation notes?
- The school leadership team will have multiple data points about teachers and students to consider when forming action plans for the coming year.
- The district administration will have confirmation that the turnaround initiative is being implemented conscientiously.
- The review of data sources and facilitation of teacher discussions will identify gaps and improve instructional practices to better support student learning needs.
- The stakeholders will have information about progress being made toward moving the school from underperforming to performing satisfactorily.
Competency 001—The entry-level principal knows how to establish and implement a shared vision and culture of high expectations for all stakeholders (students, staff, parents, and community).
23. When considering Key Point 3, the principal acknowledges that it will be difficult to sustain and inspire staff through the turnaround initiative. Which of the following actions most clearly demonstrates the principal's commitment to the change process?
- Waiting long enough to compile longitudinal evidence that implemented programs are showing positive results
- Creating a common purpose when conflicts arise from introducing strategies that may challenge existing district and school norms
- Identifying staff members with the leadership potential to continue the turnaround initiative over the long run
- Having ready alternate strategies to implement should staff members show resistance to the strategies identified by the school leadership team
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
24. Ms. Washington recognizes the need for an upgraded approach to assessing and documenting student progress. Which TWO of the following principal actions improve on the previous principal's approach to measuring student progress?
- Implementing interim assessments that evaluate what students have learned during each grading period
- Establishing and communicating more rigorous goals to students before they complete the benchmark assessments
- Disaggregating assessment data and assessment questions to determine an action plan for all student groups
- Including a side-by-side comparison of the school's benchmark assessment results and results from campus comparison groups
- Incorporating a diagnostic assessment and end-of-year assessment to capture a better range of student growth
Questions 25–29 refer to the following information.
Ms. Contreras, the principal of Oak Tree Middle School, which is located in an urban area, reviews the campus profile and results from the latest state-mandated assessment. Ms. Contreras observes that the achievement gap has widened between Hispanic and White students and resolves to work toward closing this gap. Ms. Contreras also reviews student and teacher demographics over the last ten years.
Ms. Contreras decides to give an open-ended questionnaire to collect data on teachers' perceptions of their responsiveness to shifting demographics. She discusses some of the most notable open-ended teacher responses during her weekly meeting with the lead teachers from each department.
Ms. Contreras and the department leads, as part of their effort to close achievement gaps, form a plan for helping teachers develop cross-cultural competence so that they are better able to learn and build on the varying cultural and community norms of students and their families. During weekly team meetings, she trains the department leads on how to promote a culturally responsive learning environment. As part of that training, she provides department leads with guidelines to take back to their teams.
Team Meeting Discussion Guidelines
- Stay actively engaged in the conversation.
- Accept that there will be some discomfort.
- Always speak truthfully and sincerely.
- Recognize that you may not have closure.
Documents
- Campus Profile
- STAAR Percent at Approaches Grade Level or Above–Current Year
- Oak Tree Student and Teacher Demographics
- Teacher Questionnaire
Campus Profile
The table has two sets of data separated by a blank row. The first set contains Students' Ethnic Distribution, the second set contains additional student demographic information.
Campus CountCampus PercentDistrictState STUDENTS' ETHNIC DISTRIBUTION African American 92 11.6% 10.1% 12.6% Hispanic 306 38.5% 28.4% 52.2% White 326 41.1% 44.5% 28.5% American Indian 6 0.8% 0.5% 0.4% Asian 36 4.5% 13.0% 4.0% Pacific Islander 2 0.3% 0.1% 0.1% Two or More Races 26 3.3% 3.4% 2.1% blank row Economically Disadvantaged 368 46.3% 32.6% 59.0% Noneducationally Disadvantaged 426 53.7% 67.4% 41.0% English Language Learners (ELL) 101 12.7% 15.5% 18.5% Students with Disciplinary Placements 18 2.2% 1.4% 1.5% At-Risk 420 52.9% 35.9% 50.1% Mobility 55 6.8% 10.6% 16.5%
STAAR Percent at Approaches Grade Level or Above—Current Year
StateDistrictCampusAfrican AmericanHispanicWhiteTwo or More RacesSpecial EdEcon DisadvELL GRADE 6 Reading 69% 77% 63% 63% 53% 82% asterisk 40% 54% 57% Mathematics 72% 79% 65% 67% 54% 83% asterisk 42% 53% 60% GRADE 7 Reading 71% 79% 64% 64% 54% 85% asterisk 41% 54% 47% Mathematics 69% 68% 65% 68% 52% 86% asterisk 43% 53% 59% Writing 69% 77% 67% 69% 50% 82% asterisk 39% 47% 49% GRADE 8 Reading 87% 92% 69% 71% 57% 89% 86% 43% 53% 65% Mathematics 82% 87% 67% 69% 54% 85% 83% 44% 58% 62% Science 75% 79% 65% 67% 53% 84% 82% 40% 52% 59% Social Studies 63% 72% 63% 65% 52% 83% 80% 41% 49% 53% An asterisk (*) is used to mask small numbers in order to comply with the federal Family Educational Rights and Privacy Act (FERPA).
Oak Tree Student DemographicsOak Tree Teacher Demographics
10 Years Ago5 Years AgoCurrent Year Hispanic 24% 32% 39% White 65% 54% 41% African American 8% 10% 12% Asian 3% 4% 5%
10 Years Ago5 Years AgoCurrent Year Hispanic 20% 21% 23% White 75% 66% 62% African American 5% 8% 11% Asian 0% 5% 0%
Teacher Questionnaire
(65 teachers completed the questionnaire)
QuestionLikert Scale ResponsesSample Teacher Responses 1. To what degree do you tailor instruction to address cultural diversity?
- – Not at all (50%)
- – Rarely tailor instruction (50%)
- – Sometimes tailor instruction
- – Often tailor instruction
- – Always tailor instruction
- I try to look past any race or ethnicity differences when I teach a lesson. I don't want students to feel singled out.
- I focus instructional improvement strictly on TEKS.
- I promote inquiry and collaboration in my classroom, which meets all students' needs.
2. How comfortable are you with disaggregating assessment data and analyzing disparities in achievement between ethnic groups?
- – Not comfortable (20%)
- – Slightly comfortable (50%)
- – Somewhat comfortable (30%)
- – Moderately comfortable
- – Extremely comfortable
- I think focusing on ethnicity can lead to unnecessarily lowering expectations for students.
- I am comfortable disaggregating data, but I think we should only look at grouping the kids who did poorly on the benchmarks.
3. To what degree does a student's ethnicity affect his or her success in school?
- – Not at all (60%)
- – Slightly affects (40%)
- – Somewhat affects
- – Moderately affects
- – Greatly affects
- I don't think ethnicity or race has an impact on students' ability to succeed in my class.
- I am African American and grew up with a strict mother; if I made it through school without feeling I was being treated differently, then these kids should be able to also.
4. What do you think is the primary reason for the existing achievement gap at our school? n/a
- Student effort is the primary reason. If students work hard, they can achieve. The students who are scoring low on tests are not putting the same effort in as the students who are doing well.
- A lack of resource teachers is the primary reason. We need more teachers who can pull kids out for small-group interventions.
- I believe that all students have had an equal opportunity to succeed at high levels. Some students are just naturally more inclined to succeed and others are not, regardless of how much support that I provide.
Competency 011—The entry-level principal knows how to provide ethical leadership by advocating for children and ensuring student access to effective educators, programs, and services.
25. After receiving questions from the department leads about the new focus, Ms. Contreras should articulate that the primary goal of the initiative is to improve equity by
- celebrating the school as a hub of multiculturalism.
- recognizing students' cultures as assets to the learning process.
- promoting teachers' acceptance of diverse cultural norms.
- encouraging positive relationships among a range of cultural groups.
Competency 011—The entry-level principal knows how to provide ethical leadership by advocating for children and ensuring student access to effective educators, programs, and services.
26. As Ms. Contreras uses the teacher questionnaire responses to guide an initial discussion with the department leads, she should primarily keep in mind that
- teachers will need support in overcoming personal blind spots in order to harness cultural differences to improve learning.
- teachers need to reassess curriculum and support processes to better ensure academic success for students in all cultural groups.
- teachers are culturally aware and culturally competent but need more direction in being advocates for the cultural proficiency of others.
- teachers may require intensive support to enhance their instructional strategies to remove inherent perceptions of the superiority of specific cultures.
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
27. As part of the department meetings, Ms. Contreras and the department leads review the questionnaire and decide to make the first question a key focus. As teams reflect and create collaborative goals for improvement, the primary focus should be on
- ensuring culturally relevant curricula are delivered in a way that addresses students' interests and learning styles.
- equipping all teachers with the tools necessary for communicating curriculum expectations to diverse families.
- fostering a culture of respect in classrooms through character education curricula that integrate schoolwide norms.
- confirming that the instructional focus is based on the results of interim assessments broken down by curriculum standards.
Competency 006—The entry-level principal knows how to promote high-quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth.
28. The department lead develops the following plan to begin working with the English teachers to address the achievement gap.
English Department Meeting 1:
- Review with teachers the meeting guidelines and the principal's expectations for student performance
- Discuss possible types of student learning data that can be reviewed to identify student-learning problems
- Develop a calendar of key assessments to review in conjunction with the assessment and student samples
- Review student performance by student group, including ethnicity
During meeting 1, several teachers are resistant to the expectation and do not see value in looking at student performance by student group. Teachers feel that some of their students are performing well and that other student groups need to put forth more effort.
Which of the following pieces of coaching advice should the principal provide to the department leader to help facilitate the change process?
- "Early in the data review process, you should try to refocus teachers on data review timelines and record the team's concerns as they are shared. Let's take a look at the assessment calendar the team developed and see if it is reasonable for teachers' busy schedules."
- "It is critical for you to allow a relaxed dialogue structure that encourages teachers to be active in dialogue if they are comfortable or gives them the option of joining the conversation later. Let's design some broad guiding questions that you can use to frame the discussions."
- "Issues of ethnicity and culture should be secondary when examining student performance data and engaging in collaborative inquiry to encourage teachers to delve into the data. Let's try to develop a template you can use to focus the conversations on open-ended questions the team can generate in response to the data."
- "Each individual's response to differences in ethnicity and culture deeply affects how he or she interprets data and has a profound impact on student learning. Let's develop a meeting protocol you can use to raise teachers' awareness of their own cultural proficiency and ensure that your team digs into the data and assessment questions."
Competency 009—The entry-level principal knows how to collaboratively determine goals and implement strategies aligned with the school vision that support teacher effectiveness and positive student outcomes.
29. After Ms. Contreras works for a year to improve equity at the school, which TWO of the following pieces of data would quantify that important improvements have been made at the campus?
- An increase in mathematics STAAR results in the sixth and seventh grades
- A change in teacher demographics to more closely resemble student demographics
- A decrease in the number of English learners receiving services at the school
- A shift in results on the questionnaire to show that the majority of teachers do not think ethnicity affects student success
- An increase in Hispanic student performance on STAAR reading at all three grade levels
Questions 30–33 refer to the following information.
Mr. Flores, an elementary principal, creates a schedule of activities at the beginning of the year and uses it weekly to ensure his time is used effectively to achieve school goals for student achievement. As part of his vision for a successful school, he develops a checklist that he uses as the foundation for collecting evidence during his scheduled classroom walk-throughs and provides the checklist to teachers after visiting classrooms.
On Monday, Wednesday, and Friday mornings, Mr. Flores meets with the administrative team to check in, discuss pertinent school issues, and clarify duties. He uses an agenda to guide these meetings and document the topics that were addressed.
In addition to conducting frequent meetings with the administrative team, Mr. Flores schedules time each week to lead collaborative grade-level teams. During these meetings, the grade-level chair records minutes and provides copies to all team members.
Documents
- Mr. Flores' Weekly Schedule
- Classroom Walk-Through Checklist
- Administrative Team Meeting Agenda
Mr. Flores' Weekly Schedule
Mr. Flores' Weekly Schedule has 9 rows in 1 hour increments starting with 7 o'clock to 8 o'clock and ending with 3 o'clock to 4 o'clock. For each day of work week some time slots are divided into 2 segments or span across multiple time slots for that day.
TimeMonday
(8 walk-throughs)Tuesday
(6 walk-throughs)Wednesday
(5 walk-throughs)Thursday
(9 walk-throughs)Friday
(8 walk-throughs)7:00 –
8:00Help with bus and car drop-off Monitor halls and greet staff Help with bus and car drop-off Monitor halls and greet staff Help with bus and car drop-off Administrative team meeting blank Administrative team meeting blank Administrative team meeting 8:00 –
9:00Walk-through- Pre-K Class 1 Walk-through- Pre-K Class 2 Walk-through- Pre-K Class 3 Walk-through- Pre-K Class 4 Walk-through-
PEWalk-through- Kindergarten
Class 1Walk-through- Kindergarten
Class 2Walk-through- Kindergarten
Class 3Walk-through- Kindergarten
Class 4Walk-through- Kindergarten
Class 59:00 –
10:00Walk-through- First-grade
Class 1Walk-through- First-grade
Class 2Facilitate kindergarten team meeting Walk-through- First-grade
Class 3Walk-through- Music blank PTA board meeting Walk-through-
First-grade Class 4blank 10:00 –
11:00Facilitate fifth-grade team meeting Walk-through- Second-grade Class 1 Facilitate fourth-grade team meeting Walk-through- Second-grade Class 3 Walk-through- Special Education Resource Walk-through- Second-
grade Class 2Walk-through- Second-
grade Class 4Walk-through-
Art11:00 –
12:00Walk-through- Third-grade
Class 1Facilitate third-grade team meeting Walk-through- Third-grade
Class 3Walk-through- Third-grade
Class 4Facilitate second-grade team meeting Walk-through- Third-grade Class 2 Weekly district principals' meeting (off campus) Lunch and answer e-mails and return calls Lunch and answer e-mails and return calls 12:00 –
1:00Lunch and answer e-mails and return calls Lunch and answer e-mails and return calls 1:00 –
2:00Walk-through- Fourth-grade Class 1 Facilitate first-grade team meeting Walk-through- Fourth-grade Class 4 Walk-through- Library Walk-through- Fourth-grade Class 2 Walk-through- Fourth-grade Class 3 Facilitate Pre-K team meeting Walk-through- Fourth-grade Class 5 2:00 –
3:00Walk-through- Fifth-grade
Class 1Walk-through- Fifth-grade
Class 2Walk-through- Fifth-grade
Class 3Walk-through- Fifth-grade
Class 4Walk-through- Fifth-grade
Class 5Monitor dismissal Monitor dismissal Monitor dismissal Monitor dismissal Monitor dismissal 3:00 –
4:00Site-based decision-making committee Answer parent calls and respond to e-mails Faculty meeting Complete campus and district reports Answer parent calls and respond to e-mails
Classroom Walk-Through Checklist
ExpectationYesNo Daily learning objectives are posted and easily seen. blank blank Word wall is present for each content area. blank blank Color-coded behavior management system is utilized. blank blank Labeled craft sticks are used to ensure equity in calling on students. blank blank Student desks are placed in groups of four or five. blank blank Students are engaged during lessons. blank blank Clear procedures are in place for independent work. blank blank Workstations and centers are organized and neat. blank blank Lesson plans are easily accessible in a binder. blank blank
Administrative Team Meeting | AGENDA Date: 9/18 Time: 7:30 AM Location: Mr. Flores' office Meeting called by Mr. Flores Attendees
Ms. Markey (Assistant Principal)
Ms. Thomas (Instructional Coach)
Mr. Farrad (Magnet/GT/Title I Coordinator)Type of meeting Check in Facilitator Mr. Flores
UpdatesPerson responsible Discipline data Ms. Markey Attendance data Mr. Farrad Instructional materials Ms. Thomas
Action itemsPerson responsibleDeadline Conduct training at the next faculty meeting on how to use the new schoolwide behavior management system. Ms. Markey 2 weeks Create a bulletin board graph that shows the school's increase in student attendance percentages. Mr. Farrad 1 week Complete inventory of all consumable and nonconsumable textbooks. Ms. Thomas 2 weeks In preparation for facilitating collaborative team meetings: Prepare agendas and materials for next week's collaborative team meetings. Mr. Flores 1 week Review progress monitoring protocols. Mr. Flores 1 week Analyze grade-level benchmark assessment data by standard. Mr. Flores 1 week Create a new lesson plan format that highlights aspects of the walk-through checklist. Mr. Flores 1 week
Notes:
Competency 008—The entry-level principal knows how to focus on improving student outcomes through organizational collaboration, resiliency, and change management.
30. After analyzing his schedule, Mr. Flores realizes that he has multiple areas for improvement. Which TWO of the following changes should Mr. Flores make to ensure effectiveness as an instructional leader?
- Scheduling time throughout the day to answer e-mails, address discipline referrals, and return calls
- Moving weekly administrative team meetings to the end of the instructional day
- Varying the times of day in which individual teachers are observed
- Reducing the number and duration of walk-throughs to incorporate coaching conferences
- Facilitating all collaborative team meetings on the same day of the week
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
31. Mr. Flores currently uses his checklist as the primary tool for documenting a teacher's performance during a walk-through. Which TWO of the following identify the significant drawbacks of relying on the checklist?
- There are no classroom management practices that contribute to an effective instructional environment.
- There is no continuum of performance expectations that accommodates teacher effectiveness and reflection.
- The schoolwide nonnegotiables cannot be feasibly implemented by either novice or experienced teachers.
- The limited range of instructional considerations do not help the observer document relevant evidence.
- The statements rely on judgments, which are subjective and prone to inconsistencies.
Competency 006—The entry-level principal knows how to promote high-quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth.
32. In order to more effectively utilize Ms. Markey, Mr. Farrad, and Ms. Thomas, the principal should first consider
- training them to take on instructional leadership roles and dividing coaching responsibilities based on teacher need and instructional expertise.
- encouraging them to develop their own action items and deadlines, based on the most critical needs of students and teachers.
- leveraging their expertise by asking them to facilitate the weekly grade-level collaborative teacher team meetings.
- using their knowledge of data systems to catalyze a schoolwide culture of collaborative inquiry and data analysis.
Competency 006—The entry-level principal knows how to promote high-quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth.
33. After evaluating the action items from the administrative team meeting, Mr. Flores should prioritize
- working with lead teachers to ensure that the increase in student attendance is maintained through the next grading period.
- creating a lesson plan format that aligns with the walk-through checklist that he uses daily in teachers' classrooms.
- building the leadership capacity of lead teachers by working with them to create a shared sense of ownership for their team meetings.
- establishing consistent progress-monitoring protocols that teachers can use with their intervention groups.
Questions 34–38 refer to the following information.
Ms. Okeke is hired as principal of Maron Elementary, a pre-K–5 school in an urban district. Maron Elementary currently has three classrooms of four-year-old prekindergarten students, all of whom are taught by monolingual teachers with English as a Second Language certifications. Between 90% and 95% of the twelve English Learners (ELs) in prekindergarten classes speak Spanish as their first language.
Ms. Okeke establishes the following goals for the school's prekindergarten program:
- Promote instruction that aligns with the Texas Prekindergarten Guidelines.
- Ensure that 100% of prekindergarten students are kindergarten ready by the end of any given school year.
- Close any existing achievement gaps between prekindergarten student groups.
After the first semester, Ms. Okeke examines data related to kindergarten readiness in order to target areas of need. She then reviews the prekindergarten guidelines and expected outcomes and uses them as a reference to conduct classroom observations of each prekindergarten class.
Documents
- Skill-Specific Kindergarten Readiness Data for Current School Year
- Anecdotal Records/Notes by a Prekindergarten Teacher, Mr. Auckland
- Walk-through Form: Classroom Environment and Language and Communication
Skill-Specific Kindergarten Readiness Data for Current School Year
Domain AssessedPercent of Students that Met the Beginning-of-Year TargetPercent of Students that Met the Middle-of-Year Target I. Emergent Literacy–Reading Phonemic awareness: syllable segmenting 17% 41% Phonemic awareness: initial sounds 18% 41% Alphabet knowledge: letter names 20% 50% Concepts of print: distinguishing print elements and direction 11% 45% Comprehension of text read aloud 26% 42% II. Emergent Literacy–Writing Writing conventions: first name 18% 30% Writing conventions: letters 17% 30% III. Language and Communication Follows single and multistep directions 20% 41% Speech production (intelligible speech) 70% 76% Expressive vocabulary 17% 23% Receptive vocabulary 26% 30% Uses common phrases and academic language 15% 23% Speaks in complete sentences 20% 24% IV. Mathematics Numeral identification 26% 52% Verbal and tactile counting 20% 50% Adding and subtracting 18% 23% Geometry and spatial sense language 27% 48% Comparison 14% 45% V. Health and Wellness Gross motor skills 59% 61% Fine motor skills 48% 64% Self-care, self-awareness and self-regulation 41% 59% Relationship skills 27% 56% Communicates wishes, feelings, and needs 30% 50% Motivation and engagement 55% 70%
Anecdotal Records/Notes by a Prekindergarten Teacher, Mr. Auckland (table 1)Anecdotal Records/Notes by a Prekindergarten Teacher, Mr. Auckland (table 2)
Activity: Learning Centers Date & Time: 9/15 9:25 a.m. Focus of observation: Language End of Prekindergarten Year Outcome: I.B.2.b Child can communicate basic emotions/feelings. Student 1–Sammy Teacher models in dramatic play center how to prepare a snack for a friend. Sammy becomes angry and throws the kitchen items into the sink saying,"I don't need to help in the kitchen." Student 2–Gabriella Teacher tries to get Gabriella's attention after she hides under the table in the block center. Gabriella says, "I wus wistening to fend." Student 3–Kieran Kieran is working in the art center when another student asks to take the cup of red paint. Kieran says, "Can we put it in the middle to share?" Student 4–Ignacio Ignacio is working calmly in the science center sorting plastic animals. Another student comes and suggests sorting the animals by whether they walk or fly. Ignacio becomes angry and yells "Tey are mine!" before scooping up all of the animals. Anecdotal Records/Notes by a Prekindergarten Teacher, Mr. Auckland (table 3)
Activity: Learning Centers Date & Time: 9/20 1:20 p.m. Focus of observation: Behavior End of Prekindergarten Year Outcome: I.B.1.b Child takes care of and manages classroom materials. Student 1–Sammy Sammy struggles with cleaning up his work in the art center. He asks another student, "Can you help me?" Student 2–Gabriella Gabriella works quietly in the puzzle center but seems to have taken apart five puzzles without putting any of them back together. Student 3–Kieran Kieran is organizing blocks by size. He says, "Blocks have to fit together on the shelf like a puzzle." Student 4–Ignacio Ignacio seems frustrated with the science center. He asks, "I already seen these animals. Can I move to art?"
Activity: Learning Centers Date & Time: 9/27 9:25 a.m. Focus of observation: Vocabulary End of Prekindergarten Year Outcome: II.D.1 Child uses a wide variety of words to label and describe people, places, things and actions. Student 1–Sammy Teacher talks with Sammy, who is having trouble naming objects related to the topic of clothing. Student 2–Gabriella Teacher puts on a sun hat in the dramatic play center and talks with Gabriella about wearing a hat on a hot day. Teacher asks Gabriella about clothing to wear on a cold day. Gabriella is not able to describe a type of clothing that you wear on a cold day. Student 3–Kieran Teacher asks Kieran to look at pictures of clothing and sort the pictures by type of clothing. Kieran says, "How do I know which go together?" Student 4–Ignacio Ignacio comes to the dramatic play center and calls every item "clothing" rather than by its appropriate name.
Walk-through Form: Classroom Environment and Language and Communication
Prekindergarten Teacher: Mr. Auckland Date: 9/27
The walk-through table contains 2 sets of observation criteria with he columns for observed or not observed are marked with an X.
Observation CriteriaObservedNot ObservedComments Classroom Environment Classroom space is organized into distinct learning centers. X blank Eight learning centers in rotation; multiple materials in each related to the theme of clothing Daily schedule includes small group instruction. X blank Observed Mr. Auckland meet with a small group for phonemic awareness instruction; he utilized appropriate prompting and questioning but provided no opportunity for student-to-student interaction. Teacher maximizes instructional time by using effective classroom routines, preparing materials ahead of time, and planning for transitions. X blank blank Students have access to technology to support learning. blank X Three student computers available, but not utilized as a center; lesson plans indicate weekly computer lab time for students to use for the digital early reading program. Language and Communication Teacher introduces new vocabulary. X blank Mr. Auckland introduces twelve new vocabulary words about clothing (including "beret" and "blouse") and has an interactive game to have students learn about the different names of clothing. Back and forth conversation exchanges occur between teacher and students. X blank blank Teacher names/labels various items, materials, and centers. X blank blank Teacher scaffolds students' language and encourages conversation. blank X blank Students' work samples are displayed. X blank Work samples hanging on the walls included artwork and cut-and-paste activities A variety of age-appropriate books are available. X blank Primarily fiction; a good range of culturally diverse fiction titles for read-alouds available Anecdotal records are frequently used to document student language and communication. X blank Observed Mr. Auckland taking anecdotal records during the literacy centers; students seemed to struggle with using vocabulary to identify clothing and to describe items and pictures in the centers.
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
34. Concerned by trends shown in the kindergarten readiness data and the anecdotal records, Ms. Okeke resolves to work with teachers to identify how to better support students within Domain III: Language and Communication. Which THREE of the following strategies support the development and progress of student language and communication?
- Including authentic read-alouds daily to ensure exposure to a variety of words
- Pairing students with similar developmental language skills together for group activities
- Having students trace high-frequency and sight words with their fingers
- Facilitating ongoing conversations about activities that are taking place in the classroom
- Incorporating dramatic play organized around a carefully chosen theme
Competency 003—The entry-level principal knows how to collaboratively develop and implement high-quality instruction.
35. Ms. Okeke wants to ensure that there is a significant increase in the percentage of students achieving kindergarten readiness within Domain II: Emergent Literacy — Writing by the end of the current year. To most effectively work toward this goal, she wants to ensure that the prekindergarten team recognizes that students progress through developmental stages as they learn to write. Which of the following should the teachers identify as a critical prerequisite to the tested skills?
- Applying letter-sound correspondence consistently to monosyllabic words
- Recognizing that environmental print and other texts convey meaning
- Developing fine-motor skills that support legibility and stamina
- Using invented spelling to represent common words and phrases
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
36. Based on the Walk-through Form and Anecdotal Records, Ms. Okeke should suggest which THREE of the following improvements to Mr. Auckland's instructional approach?
- Gather information about students' prior knowledge before introducing new vocabulary
- Select developmentally appropriate content vocabulary
- Use a visual graphic organizer to help generalize new vocabulary
- Provide repeated exposure to new vocabulary in multiple contexts
- Create a word wall that includes every vocabulary word and its definition
Competency 004—The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.
37. After reviewing the anecdotal records, Ms. Okeke and Mr. Auckland discuss how to better support Ignacio as an English learner. Which TWO of the following strategies should Mr. Auckland implement to address the concerns noted about Ignacio?
- Partnering Ignacio with monolingual English-speaking classmates
- Allowing Ignacio to switch centers as needed when he experiences difficulty
- Using nonverbal cues to remind Ignacio and other students about center expectations
- Previewing instructional materials with Ignacio before he engages in a center
- Engaging in interactive play with Ignacio and other students during centers
Competency 006—The entry-level principal knows how to promote high-quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth.
38. During their discussion, Mr. Auckland shares that he does not feel confident in creating math centers to support student learning. He is concerned about the middle-of-the-year mathematics data and wants to develop centers that help students more effectively become kindergarten ready. Ms. Okeke schedules time to work with Mr. Auckland on creating a center that addresses the area of greatest need. Which of the following centers is most developmentally appropriate?
- Providing a foam die labeled from zero to five and having students roll the die to determine how many plastic animals to remove from a set and then how many are left in the set
- Providing a written practice sheet on basic mathematics sentences for numbers from one to five
- Providing egg cartons and plastic eggs and having students sort by color while they place each individual egg within the carton
- Providing containers of different shapes and sizes and having students fill them with sand or water to determine which containers hold more or less
Questions 39–43 refer to the following information.
Ms. Dawson is the principal of Junction Magnet Middle School (grades 6–8) in a suburban district. Junction Magnet MS specializes in providing a curriculum focused on science, technology, engineering, and mathematics (STEM) for the 450 students at the campus. While Junction Magnet MS accepts students by lottery from three other middle schools in the district, interest in the magnet program has not grown at the expected rate and a large portion of the school building is not being used. So, the district has decided to move Junction Magnet MS to the Riverside MS campus at the start of the next school year.
Mr. Kapoor is the principal of Riverside Middle School (grades 6–8), which currently serves 625 students. Riverside MS has also experienced under-enrollment for several years, and the school building being used is well under capacity.
In preparation for the merger, district leadership developed a transition plan to close Junction Magnet MS and move its students and magnet program to Riverside MS. The superintendent facilitated several meetings with Mr. Kapoor, Ms. Dawson, and other district leadership to determine the implications and factors to be considered for the merger. The team proposed the merger to the school board and gathered public input.
Ms. Dawson notified the district that she plans to retire at the end of the school year but will work with Mr. Kapoor during the spring to ensure a smooth transition of Junction Magnet MS students to Riverside MS.
In February, Ms. Dawson and Mr. Kapoor completed a meeting with the superintendent to discuss staff allocations and are now working to address the March events in the transition plan.
Documents
- Student Demographic Information for Junction Magnet MS and Riverside MS
- Initial Transition Plan from the Superintendent—Merger of Junction Magnet MS and Riverside MS
- Student Survey Results and Summary of Parent Perceptions from Focus Groups
- E-mail regarding Staff Allocations
- Letter to Parents about the STEM Program
Student Demographic Information for Junction Magnet MS and Riverside MS
Junction Magnet Middle School—450 (school capacity of 1,500)
There are two sets of data separated by a blank row. The first set contains ethnic distribution the second set contains additional student demographic information.Riverside Middle School—625 (school capacity of 1,500)
Ethnic DistributionCampus CountCampus PercentDistrict African American 52 11.5% 23.9% Hispanic 153 33.9% 62.1% White 146 32.5% 8.7% American Indian 3 0.6% 0.2% Asian 75 16.7% 3.9% Pacific Islander 0 0.0% 0.1% Two or More Races 21 4.8% 1.1% blank row Economically Disadvantaged 117 26.1% 77.1% Non-Educationally Disadvantaged 333 73.9% 22.9% English Language Learners (ELL) 22 4.8% 31.8% Students with Disciplinary Placements 0 0.0% 1.2% At-Risk 77 17.2% 67.5%
There are two sets of data separated by a blank row. The first set contains ethnic distribution the second set contains additional student demographic information.
Ethnic DistributionCampus CountCampus PercentDistrict African American 29 4.7% 23.9% Hispanic 588 94.0% 62.1% White 5 0.8% 8.7% American Indian 0 0.0% 0.2% Asian 3 0.4% 3.9% Pacific Islander 0 0.0% 0.1% Two or More Races 0 0.0% 1.1% blank row Economically Disadvantaged 580 92.8% 77.1% Non-Educationally Disadvantaged 45 7.2% 22.9% English Language Learners (ELL) 191 30.6% 31.8% Students with Disciplinary Placements 11 1.8% 1.2% At-Risk 427 68.3% 67.5%
Initial Transition Plan from the Superintendent—Merger of Junction Magnet MS and Riverside MS
DateEvent October
- The superintendent notifies the board of a proposal to merge Junction Magnet MS and Riverside MS.
- The district notifies Junction Magnet MS parents that due to declining enrollment, the district is evaluating possible options for moving the magnet school.
November
- The district will conduct public meetings regarding the proposed merger.
December
- The board votes on the merger of the two middle schools.
- Ms. Dawson and Mr. Kapoor attend the school board meeting and provide information on the programs at each school.
- The superintendent schedules a public meeting at each school to announce the merger. The district notifies Junction Magnet MS parents that Ms. Dawson will be retiring at the end of the school year and Mr. Kapoor will remain principal at Riverside MS.
January
- Principals will facilitate parent focus groups at each campus to gather information about the merger and hear their concerns.
- Principals will survey Junction Magnet MS and Riverside MS students.
February
- The superintendent schedules a meeting with Ms. Dawson and Mr. Kapoor to discuss survey concerns.
- Principals will plan for staff allocations and a timeline for notifying staff.
March
- Ms. Dawson and Mr. Kapoor meet to create a plan for staff selections and review results of the student survey and parent focus groups.
- Mr. Kapoor drafts the remaining portion of this transition plan (April–August).
- Plan communications will be sent to parents.
Student Survey Results
Percent Agreeing or Strongly Agreeing When the two middle schools merge, I expect thatStudents at Junction Magnet MSStudents at Riverside MS 1. my teachers will have high expectations for me. 55% 68% 2. my teachers will care about me and help me reach my goals. 68% 85% 3. I will study subjects that are challenging and interesting. 49% 51% 4. I can participate in the extracurricular clubs and sports that I enjoy. 49% 47% 5. I will make new friends. 40% 51% 6. I will feel safe and comfortable at school. 68% 75%
Summary of Parent Perceptions from Focus Groups Junction Magnet Middle School (STEM Program)
- It will be difficult for students from two schools to integrate as one student body.
- Junction Magnet MS parents will not be welcomed by Riverside MS parents.
- Junction Magnet MS parents and students will feel like latecomers.
- Some Junction Magnet MS parents will struggle to get their children to school because of the extra distance.
Riverside Middle School
- The larger school population at Riverside MS will increase class size.
- It will be difficult for students from two schools to integrate as one student body.
- The quality of instruction will suffer.
- The larger student population may result in fewer or weaker services for English learners, gifted, and other special student populations.
E-mail regarding Staffing Allocations
To: Superintendent
From: Mr. KapoorDate: March 20 I wanted to update you regarding my plan for staff allocations, as discussed earlier this week. Per your request, I created a staffing chart based on the number of teachers we have at each school and the number of teachers I project that we will need after the schools merge. I checked the contracts for the teachers, and the majority of the teachers are on one-year term contracts. It appears that our current voluntary teacher transfer policy gives me discretion in determining which teachers are transferred at the end of a school year when an opening occurs at another campus. Since class sizes are smaller at Junction Magnet MS, I anticipate we will not need all the teachers from Junction Magnet MS to transfer to Riverside MS. I know that we generally have a seniority-based selection approach in the district, but I hope you will be able to provide me flexibility in ensuring that quality teachers are selected to fill the vacant positions.
Junction Magnet MSRiverside MSProjected Need for the MergerNotes English Language Arts 3 4 7 One teacher retiring at Riverside MS who has gifted and talented certification Mathematics* 4 4 8 blank Science* 4 4 8 One teacher retiring at Junction Magnet MS who has experience in rocketry for STEM program Foreign Languages 3 4 7 blank Social Studies 3 4 7 blank Fine Arts 3 4 7 blank Physical Education/Health 2 2 4 One PE teacher who is also a basketball and track coach has applied for the high school coaching position. Technology* 4 2 5 blank Special Education 3 5 8 blank Noninstructional Staff
- Office staff
- Instructional aids
- Custodians
- 5
- 2
- 4
- 5
- 2
- 4
- 5
- 3
- 5
blank *Consider specialized curriculum focus for STEM program
Letter to Parents about the STEM Program
Parents,
Due to the merging of Junction Magnet Middle School with Riverside Middle School, we will be making changes to the policies and procedures for participation in the STEM program currently operated at Junction Magnet MS. The program will be continued at Riverside MS, but the schoolwide lottery system used at Junction Magnet MS will be changed to an application-based system.
Using a matrix, teachers will assess each candidate's eligibility to participate based on academic grades and state-mandated test results from the previous school year before a campus committee selects candidates for the program. All participating students will be reevaluated each year. Please let me know if you have any questions about the new system.
Sincerely,
Mr. Kapoor and Ms. Dawson
Matrix for Selection for the Magnet Program
There are 3 sections; Academic grades, State-mandated test results from previous school year, and Considerations. Column 6 Points is blank.
Academic grades
(average for core classes only from previous school year)POINTS90–100
40 points80–89
30 points75–79
25 points70–74
20 pointsBelow 70
0 pointsblank State-mandated test results from previous school year blank Reading Masters Grade Level
30 pointsMeets Grade Level
25 PointsApproaches Grade Level
20 pointsDid not Meet Grade Level
0 pointsblank Mathematics Masters Grade Level
30 pointsMeets Grade Level
25 PointsApproaches Grade Level
20 pointsDid not Meet Grade Level
0 pointsblank Considerations blank Teacher Recommendation Student greatly benefits from program
30 pointsStudent benefits from some aspects of program
20 pointsStudent benefits from few aspects of program
10 pointsStudent does not benefit from program
0 pointsblank Diversity in program participants English learner (EL) (5 points)
Economically Disadvantaged (5 points)blank TOTAL POINTS blank
Competency 001—The entry-level principal knows how to establish and implement a shared vision and culture of high expectations for all stakeholders (students, staff, parents, and community).
39. After reviewing the information for each school, which THREE of the following actions should Mr. Kapoor plan to implement to support a successful merger of Junction Magnet MS with Riverside MS?
- Visiting Junction Magnet MS regularly to interact with students and parents and have an opportunity to communicate with them
- Schedule multiple opportunities for Riverside MS and Junction Magnet MS students to participate in team-building activities at Riverside MS
- Create a new code of conduct to ensure consistent expectations for all students from Riverside MS and Junction Magnet MS
- Disaggregate student disciplinary data to determine which students to target for additional services once the merger is complete
- Meet with parent representatives from diverse groups to facilitate the creation of a combined parent-teacher organization
Competency 002—The entry-level principal knows how to work with stakeholders as key partners to support student learning.
40. Mr. Kapoor and the leadership team plan several activities to respond to the concerns of the parent focus groups. As the leadership team reflects on their plans, Mr. Kapoor considers which of the planned activities go beyond only responding to parent feedback to creating an opportunity for parents to be an integral part of the school culture and which activities do not.
The activities in rows 1 and 4 only respond to parent feedback but do not create structures where parents can be a part of meaningful collaborative activities that are important to the school culture because of the inherent nature of one-way communication. The activities in rows 2 and 3 go beyond just responding to parent feedback and create a structure for making parents an integral part of the school culture. The actions provide more effective and meaningful two-way communication, including an opportunity for parents to experience the school from the students' perspective and provide input on issues that are being discussed by teachers and students. They also provide a structure for parents to become more involved in programs and events, and to voice their concerns.For each row, determine if the planned activity only responds to parent feedback or goes beyond responding to parent feedback and helps parents become an integral part of the school culture.
Activities Planned in Response to Parent FeedbackOnly Responds to Parent FeedbackCreates a Structure for Helping Parents Become an Integral Part of the School Culture Coordinating an online sign-up sheet for Junction Magnet MS parents to form carpools to ease the burden of transportation to Riverside MS blank blank Hosting a day for Junction Magnet MS parents to visit Riverside MS classrooms, participate in parent-teacher-student panels to discuss key issues, and meet with the campus improvement committee to provide input into plans for the upcoming school year blank blank Facilitating a series of joint meetings with the boards of the parent-teacher associations at Junction Magnet MS and Riverside MS to begin creating a common vision and discuss ways to integrate programs and traditions blank blank Hosting a combined Junction MS and Riverside MS spring festival to provide information to parents and students on the curricular and extracurricular programs that will be offered after the merger blank blank
Competency 006—The entry-level principal knows how to promote high-quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth.
41. Which of the following best supports Mr. Kapoor's request for choosing the teaching staff based on his staff projections for the merger?
- Relying on seniority interferes with the efficacy and motivation of first-year teachers.
- Eliminating seniority as the factor in determining which teachers are hired for positions strengthens communication with teachers.
- Reconsidering seniority preferences allows for student-performance factors to be used as a criteria in teacher selection.
- Ranking teachers solely by seniority when determining contract nonrenewal ensures transparency in decision making.
Competency 002—The entry-level principal knows how to work with stakeholders as key partners to support student learning.
42. Which THREE of the following actions should Mr. Kapoor take before sending out the letter regarding the changes to student selection for the STEM program?
- Ensuring the selection process includes a consideration for representation from Junction Magnet MS and Riverside MS student bodies
- Adding information to the letter regarding the rationale for the new application process when compared to the previous lottery process
- Removing any information regarding selection into the magnet program from the letter as this is confidential information
- Asking key parents involved in the Riverside MS parent-teacher organization to review the letter for feedback
- Forming a committee of representative stakeholders to review the criteria drafted for the application process
Competency 001—The entry-level principal knows how to establish and implement a shared vision and culture of high expectations for all stakeholders (students, staff, parents, and community).
43. Once staff have been selected and Mr. Kapoor is ready to determine the remaining portion of the transition plan, which of the following is the most immediate action Mr. Kapoor should take?
- Gathering input from stakeholders about how to use the space at Junction Magnet MS effectively to best support district initiatives after the closure
- Selecting parent representatives from each campus who are willing to provide information to students about the merger
- Setting the tone for the combined school by planning staff engagement activities that include staff and student culture building and instructional planning
- Creating a school transition team of district administrators, school administrators, and teachers who participate in community-wide meetings
Questions 44–46 refer to the following information.
Ms. Garmon is principal of Alames School, a single-campus prekindergarten through twelfth-grade school. Alames is the only school in the rural district of Alames ISD and serves 250 students, with an average of 17 students in each grade level. Alames has been affected by many factors that make it difficult to recruit effective teachers, among them competition with large urban and suburban school districts and lack of employment opportunities for family members of prospective candidates. In response, Ms. Garmon spearheads a Grow-Your-Own (GYO) program with the following goals.
- Increase Alames' teacher candidate pool by generating student interest in the field of education.
- Offer hands-on teaching experiences for GYO participants.
- Use GYO participants as meaningful supports for current pre-K–12 teachers.
The program was offered to juniors and seniors the first year, but Ms. Garmon plans to eventually expand it to create a track for aspiring teachers as early as eighth grade. This year, four juniors and four seniors applied and were selected to participate. Two days a week, students take education classes with Ms. Idelbird, a high-performing, highly motivating teacher. Three days a week, they gain field experiences by participating in instructional tasks in other classrooms under the guidance of a strong mentor teacher. Students spend one semester focused on elementary education and the following semester on secondary education.
At the end of the year, Ms. Garmon collects input from participants to evaluate the program in its current form and plan for necessary adjustments.
Documents
- Instructional Staff Teaching Core Subjects
- Demographic Information for Current Year
- Participant Feedback—Year 1
Staff Information—Instructional Staff Teaching Core Subjects
Staff Information by year. Columns 2 through 5 is timeline. Rows are divided into 3 sets: Elementary, Middle, and High School that are then further divided by grade levels and courses when applicable.
3 Years Ago2 Years Ago1 Year AgoCurrent Year Elementary School Staff Prekindergarten Permanent sub Jones Jones Jones Kindergarten Devault Devault Lee (K/1 split; no teacher for K) Lee (K/1 split; no teacher for K) First Grade Lee Lee Second Grade Ortega Carr Carr Carr Third Grade Holter Holter Holter Holter Fourth Grade SPED
teacher temporary assignmentBilaq Bilaq Bilaq
4/5 split; no teacher for 5th)Fifth Grade Parr Parr Parr Middle School Staff 6–8 language arts courses Cooper-Dodson Cooper-Dodson Cooper-Dodson Cooper-Dodson 6–8 math courses Rodrigo Rodrigo Neal West 6–8 social studies courses Eubank Eubank Eubank Eubank 6–8 science courses Batiste Jelks Coach Halwell–emergency cert. Rickerson High School Staff 9–12 language arts courses Medina Medina Medina Medina 9–12 math courses Ertel SPED
teacher temporary assignmentBlocker Permanent sub 9–12 social studies courses Kasimba Kasimba Idelbird Idelbird 9–12 science courses Castillo Brown Brown Coach Halwell—emergency certification
Demographic Information for Current Year
There are 4 rows of ethnic data, and 2 rows of gender data separated by a blank row.
Number of Alames Staff MembersNumber of Alames StudentsNumber of GYO Participants African American 1 6 0 Hispanic 2 125 1 White 24 115 7 Asian 1 4 0 blank row Male 5 127 0 Female 23 123 8
Participant Feedback—Year 1
Question (Number of Responses)Sample Participant Comments Do you agree with how participants were chosen for the program?
- Do not agree (0)
- Neutral (3)
- Agree (5)
"I know you have to have a 3.2 GPA to get picked. I'm pretty sure that's a main reason I was picked."
"Ms. Cooper-Dodson recommended me because she said I was high-achieving and talented academically."
"I think it was fair how we were picked for the program except I noticed all eight of us are girls."Do you think you are receiving adequate preparation to pursue teaching as a career?
- Not adequate (1)
- Somewhat adequate (4)
- Adequate (3)
- More than adequate (0)
"Ms. Lathan, the new career education teacher, taught us a lot about classroom management and planning good lessons. I would like to learn more about how kids learn. Working with the younger kids was really, really different from teaching the older students—I felt like I wasn't sure how to go from one to the other." Do you believe that your classroom placement was appropriate each semester?
- Not appropriate (1)
- Somewhat appropriate (4)
- Appropriate (2)
- Very appropriate (1)
"I enjoyed being in third grade a lot more last semester. This semester I was in high school social studies—I'm not really a history person."
"I'm not sure why I was placed in Coach Halwell's class. I really wish I had gotten to stay in Ms. Carr's class."
"I loved loved loved being in Ms. Jones' class! I learned a lot from her. Ms. Rickerson was good too, but she's new so she didn't know too much about our school."Do you believe that your mentor teachers provided enough support to you?
- No support (0)
- Minimal support (3)
- Adequate support (3)
- More than adequate support (2)
"Ms. Rickerson was really supportive; she spent a lot of time giving me feedback on my lessons. She made me feel like I could actually become a teacher and make a difference."
"Mr. West made me feel like I was his co-teacher. I helped with a lot, like grading and prepping materials for lessons."
"Coach Halwell really appreciated me tutoring so many kids this semester. I do wish I had gotten to teach some lessons to a whole class, though."How likely are you to pursue the teaching profession?
- Not likely (1)
- Somewhat likely (3)
- Likely (3)
- Very likely (1)
"I'm really excited about trying to become a teacher now!"
"I wish this class was dual credit."
"I hope I can get into a college that has a good education program."
Competency 007—The entry-level principal knows how to develop relationships with internal and external stakeholders, including selecting appropriate communication strategies for particular audiences.
44. As Ms. Garmon refines the direction of the GYO program, which THREE of the following additional goals should she prioritize?
- Increase the diversity of the GYO participant pool to support the long-term plan for making the school staff more diverse.
- Incorporate a formal appraisal protocol as an integral component of prospective teacher preparation.
- Partner with a higher education institution to provide a pathway for high school students interested in becoming certified teachers.
- Designate a current pre-K–12 teacher as the GYO program coordinator as the initiative expands to ninth and tenth grades.
- Recruit students who show an interest in the areas of secondary science and high school mathematics.
Competency 008—The entry-level principal knows how to focus on improving student outcomes through organizational collaboration, resiliency, and change management.
45. Which of the following recruitment practices is likely to have the greatest impact on the GYO program?
- Utilizing teacher role models that reflect the demographics of the student population to encourage Hispanic students to participate in the program
- Sharing a flyer including student testimonials to make the student population more aware of the details and benefits of the program
- Having prospective participants write an essay explaining why they are a good fit for GYO
- Giving primary consideration to prospective participants who express a desire to work at the secondary level
Competency 009—The entry-level principal knows how to collaboratively determine goals and implement strategies aligned with the school vision that support teacher effectiveness and positive student outcomes.
46. To ensure that all participants benefit from their classroom placements, Ms. Garmon should primarily consider
- providing opportunities for participants to attend and contribute to board meetings and other school-related events.
- selecting only mathematics and science teachers as mentors to guide participants toward hard-to-staff subject areas.
- distributing participants equally across early childhood, upper elementary, middle, and high school classrooms.
- pairing participants with highly effective teachers who have a demonstrated track record of academic success and of fostering a strong student culture.
Questions 47–51 refer to the following information.
Ms. Fripp is the new principal of Crimson School, a K–5 elementary school in a suburban school district with thirty-eight staff members who support the needs of 760 students. When Ms. Fripp joined the campus in the middle of the school year, she learned that Crimson has 76 students (10%) receiving special education services, which is similar to the district average.
Ms. Fripp forms a small team consisting of herself, the school diagnostician, a district-level special education area coordinator, and the campus special education coordinator to review each student's Individualized Education Program (IEP). Ms. Fripp also participates in Admission, Review and Dismissal (ARD) committee meetings to further familiarize herself with student needs and progress. The team finds that a high percentage of students are served only through a pull-out resource model. The remaining students qualifying for special education are served in inclusion classrooms, in which a special education teacher goes in to monitor the students for part of the instructional time. Crimson does not have any self-contained special education classroom support. The team concludes that broadening the range of special education services provided to students would better support their needs.
The team begins to develop a plan for expanding services for students qualifying for special education beginning the next school year. They conduct a needs assessment to inform the development of a campus professional development plan to support this transition. They decide to modify the school improvement plan to include action steps for improving the status of inclusive practices.
Documents
- Students Receiving Special Education Services: Team Analysis of Student Placement
- Teacher Needs Assessment Results: Students Receiving Special Education Services
- Campus Professional Development Plan
Students Receiving Special Education Services: Team Analysis of Student Placement
Current School YearRecommendation for Upcoming School Year Total StudentsNumber with full-day inclusion placements (no pull-out support)Number with pull-out supportNumber with full-day inclusion and/or co-teaching placementsNumber with pull-out support Students with
Intellectual Disabilities6 2 4 3 3 Students with Learning
Disabilities42 22 20 40 2 Students with Speech
Disabilities30 0 30 10 20 Students with Autism
Spectrum Disorder8 0 8 5 3 Students with Behavioral
Disorders8 4 4 7 1 Students with Multiple
Disabilities20 10 10 18 2
Students Receiving Special Education Services: Team Analysis of Student Placement
StatementPercent Agreeing 1. General and special education teachers share responsibility for the success of all students in the school. 38% 2. Inclusive practices are communicated as the expectation at the school. 39% 3. Students qualifying for special education services participate in rigorous, aligned instruction that challenges them. 30% 4. Teachers understand that curriculum modifications are not used when instructional accommodations are sufficient. 35% 5. Special education teachers recognize that they may serve in multiple roles throughout the day on the basis of student needs. 33% 6. Ongoing professional-development opportunities are provided to the entire faculty to update and enhance instructional skills in working with diverse students. 45% 7. Special education teachers are members of grade-level or subject-area teams rather than members of separate departments. 42% 8. General education and special education teachers regularly plan together and use of this time is established and protected. 36% 9. My instructional practices are reflective of best practices and meet the needs of students qualifying for special education services. 61%
Campus Professional Development Plan
Campus Goal AddressedActivities/ActionsExpected OutcomeResourcesTimeline Advocate for the inclusion of students with disabilities in all aspects of school life. Professional development focused on inclusion services and implementation through blended learning with face-to-face sessions and online modules. Teachers will meet the instructional needs of all learners through multilevel instruction. School leadership provides staff with time, resources, face-to-face and online training. *Begins with summer professional development and continues during the first six weeks of the school year. Train and support general and special education teachers to ensure the success of all students. Provide instructional coaching and monitoring to practice a wider continuum of special education services (full inclusion, co-teaching, resource support). Teachers will implement various co-teaching approaches to meet student needs. School leadership provides staff with weekly coaching sessions and observation monitoring to implement inclusive practices. Begins during the first six weeks of the school year and continues all year. *The district's blended professional development program incorporates three 1.5-hour in-person seminars, one 8-hour in-person workshop, and four 30-minute online modules to be completed over the course of a month. The blended learning opportunities allow the flexibility of an online course while retaining the benefits of the face-to-face classroom experience.
Competency 009—The entry-level principal knows how to collaboratively determine goals and implement strategies aligned with the school vision that support teacher effectiveness and positive student outcomes.
47. Ms. Fripp can determine that the highest priority action is helping general education teachers
- adjust the criteria for determining whether a student needs an instructional accommodation.
- use frequent assessments to inform changes to the content standards taught in order to scaffold student learning.
- understand how to work with paraprofessionals to monitor each student's progress toward academic IEP goals.
- make the general curriculum accessible by adapting instructional practices to meet students' academic or functional needs.
Competency 005—The entry-level principal knows how to provide feedback, coaching, and professional development to staff through evaluation and supervision, knows how to reflect on his/her own practice, and strives to grow professionally.
48. Ms. Fripp and the team want to monitor the implementation of learning from the campus professional development plan. Which of the following classroom practices best demonstrates evidence of progress toward the expected outcomes listed in the professional development plan?
- Students receiving special education services are using tablets for independent learning while the general education teacher delivers instruction to the rest of the class and the special education teacher monitors.
- The general education teacher delivers whole-group instruction and pairs struggling learners with non-struggling learners during independent practice, with the special education teacher reteaching as needed.
- The special education teacher provides the students receiving special education services with small-group instruction while the general education teacher delivers instruction to the rest of the class.
- The general education teacher and special education teacher split the class into two groups based on identified needs to teach the same thing simultaneously using specific instructional methods tailored for each group.
Competency 008—The entry-level principal knows how to focus on improving student outcomes through organizational collaboration, resiliency, and change management.
49. Mr. Randolph, a third-grade teacher, has been partnered with Ms. Kirk, a special education teacher, to provide services to five students in Mr. Randolph's classroom. Mr. Randolph communicates to Ms. Kirk that he will provide her with weekly lesson plans so that she will be aware of what the students will be learning when she comes in to work with them. Ms. Kirk insists that they should collaborate and plan lessons together, but Mr. Randolph resists and indicates that he prefers to simply provide her with the plans. The principal, Ms. Fripp, meets with Mr. Randolph and learns that he questions the effectiveness of co-teaching to support the learning of all students. Which of the following strategies would be most effective in building Mr. Randolph's investment in co-teaching?
- Providing the teachers with a dedicated regular planning time to allow them to prepare lessons and activities collaboratively
- Arranging for Mr. Randolph to observe a successful co-teaching classroom at the school and debrief with Ms. Fripp regarding the impact on student learning
- Conferencing with both teachers together to discuss their personal beliefs regarding co-teaching practices to help them overcome barriers
- Reassigning Ms. Kirk to work with another general education teacher who is willing to fully implement the co-teaching model
Competency 005—The entry-level principal knows how to provide feedback, coaching, and professional development to staff through evaluation and supervision, knows how to reflect on his/her own practice, and strives to grow professionally.
50. After the first month of implementation, Ms. Fripp reviews several pieces of data that can help her evaluate the effectiveness of the professional development plan.
- Student work samples and lesson deliverables that show appropriate implementation of modifications and accommodations
- Co-teaching classroom observations and walk-throughs that show that a variety of co-teaching strategies are beginning to be implemented
- Coaching logs completed by teacher leaders and assistant principals that show weekly coaching sessions addressing implementation of instructional strategies that support inclusion and co-teaching
- Completion of online modules showing 100% participation by teachers
Which of the following should Ms. Fripp add to her list to best ensure a comprehensive evaluation process?
- Evaluating the IEP for students receiving special education services for evidence of goal attainment
- Reviewing lesson plans for evidence of consistent implementation of parallel teaching strategies
- Surveying teachers for changes in knowledge and attitudes regarding inclusive practices
- Determining the value-added effects of collaboration between teachers in core content areas
Competency 005—The entry-level principal knows how to provide feedback, coaching, and professional development to staff through evaluation and supervision, knows how to reflect on his/her own practice, and strives to grow professionally.
51. During professional development, Ms. Fripp has teachers work in groups to discuss the characteristics and benefits of two co-teaching models in depth. To organize the benefits and purposes of each model, teachers create the table below. Determine whether each model is associated with the benefit/purpose, and for each row, select all that apply.
Row 1: Station teaching and alternative teaching are correct because both models allow for efficient use of time by dividing students up.
Benefits/PurposesStation Teaching:
Students rotate through three stations. Two stations are teacher-led and one is independent.Alternative Teaching:
One teacher teaches a larger group of students, while the other teacher teaches a modified lesson to a smaller group of students.To allow for efficient use of time blank blank To facilitate multiple related instructional activities blank blank To target at-risk students blank blank To decrease student-to-teacher ratio blank blank To provide accelerated instruction blank blank
Row 2: Station teaching is correct because three instructional activities are offered in this model.
Row 3: Alternative teaching is correct because the modified lesson supports at-risk students.
Row 4: Station teaching and alternative teaching are correct because both models allow for dividing up the class to decrease student-to-teacher ratio.
Row 5: Alternative teaching is correct because while a modified lesson is delivered to a small group, the rest of the class receives accelerated instruction.