NYSTCE - SLA
School Leadership Assessment Preparation
Educational Administration & School Leadership Programs
The College of Saint Rose
Key Web Addresses to Access in Preparation for the Assessment
Test information on Registration, Test Design, & Sample Questions SBL
http://www.nystce.nesinc.com/NY_SLA_Registration.asp
Test information on Test Design, & Sample Questions – EAS (Educating All Students)
http://www.nystce.nesinc.com/NY_PM.asp?t=201
Overview of Person Test Center – video (4 min.)
http://www.pearsonvue.com/ppc/
On-line Test Preparation Videos
http://www.stonybrook.edu/spd/edleadership/sbl_exam_videos
Effective January, 2016
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NYSTCE – SLA
School Leadership Assessment Preparation
Table of Contents – Test Preparation
Study Guide
Assessment Design & Overview
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SBL Assessment Framework Leadership Competencies …………………………………….
Field 107: School Building Leader Part 1: Sample Selected-Response Items
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Documents 1-3
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Sample Questions -Response Items 1-5 ……………………………………………..
Answers to items 1-5 ……………………………………………………………….
Field 107: School Building Leader Part 1: Sample Performance Tasks …………………...
Documents 1-6
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Sample Performance Task Response Questions 1-8
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Sample Response to Assignment
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Analysis of the Sample Response
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Field 108: School Building Leader Part 2: Video Observation/Analysis
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Teacher Observation Rubric
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Video Description
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Performance Characteristics
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Field 108: School Building Leader Part 2: Sample Selected-Response Items
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Documents 1-3
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Sample Questions to Selected-Response Questions
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Answers to questions 1-6
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Educating All Students – Overview
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EAS Assessment Framework Leadership Competencies
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Field 201: Educating All Students (EAS) Study Guide ……………………………………….
Exhibit 1-3
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Sample Test Questions 1-5 (4 selected response + 1 constructed response)
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Answers to Questions 1-5
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Observations, Suggestions & Strategies
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3-4
5-11
12
13-15
16-17
19-20
21
22-28
29
31-32
33
34-35
36-37
38-39
40
41-42
42-44
45-46
48-49
50
51-55
56
56-58
59-60
62-63
64-65
Many materials contained herein are provided by the New York State Education Department and
Pearson Educational and are commonly available on-line at various web sites.
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NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
FIELDS 107/108: (SEPT 2013) SCHOOL BUILDING LEADER
Assessment Design & Overview
1. Assessment consists of two parts, two separate tests.
2. Must achieve a score that meets or exceeds a performance standard for each part.
3. Each part consists of selected-response items and three performance tasks.
4. Part 1: Emphasis on instructional leadership
a. one extended performance task (analyze multiple data – identify strengths & needs &
strategies for improvement
b. two shorter performance tasks (scenario and data on school's culture or learning
environment)
5. Part Two: Emphasis on human capital management.
a. includes two extended performance tasks (analyze and evaluate a teacher's videorecorded classroom performance; and to analyze teacher evaluation data)
b. one shorter performance task involving either family engagement in a school or school
interactions with a community
6. Both Part One and Part Two include selected-response item sets. Each set requires
candidates to read a school-based scenario and analyze several pieces of authentic
evidence relevant to the competency being assessed in order to answer questions. Within each
part, each selected response item counts the same toward the total test score for that part.
7. The total testing time is four hours for each part. Candidates are free to set their own pace
during the test administration.
8. Estimates were used to determine the total test time for Part One:
a. Extended performance task is designed with the expectation of a response up to 60
minutes.
b. Each shorter performance task is designed with the expectation of a response up to 30
minutes.
c. The selected-response items are designed with the expectation of response time up to 120
minutes.
9. Estimates were used to determine the total test time for Part Two:
a. Each extended performance task is designed with the expectation of a response up to 70
minutes.
b. Each shorter performance task is designed with the expectation of a response up to 40
minutes.
c. The selected-response items are designed with the expectation of response time up to 60
minutes.
10. The breakdown of Part 1 & 2 is listed below.
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Part 1:
Part 2:
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NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
FIELDS 107/108: (SEPT 2013) SCHOOL BUILDING LEADER
ASSESSMENT FRAMEWORK LEADERSHIP COMPETENCIES
Part One
Instructional Leadership for Student Success
School Culture and Learning Environment to Promote Excellence and Equity
Part Two
Developing Human Capital to Improve Teacher and Staff Effectiveness and Student Achievement
Family and Community Engagement
Operational Systems, Data Systems, and Legal Guidelines to Support Achievement of School Goals
The School Building Leader has the overall knowledge and skills necessary to:
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Lead stakeholders in developing and implementing a shared vision and goals focused on high levels of
student learning and achievement.
Use student achievement data and other evidence to identify vision-aligned goals and to develop,
implement, and monitor plans to achieve goals.
Possess deep and comprehensive knowledge of research-supported practices for curriculum,
instruction, and assessment.
Develop and sustain a rigorous, standards-based, data-driven educational program.
Encourage and enable all students to be successful learners and teachers to perform at a high level.
Develop and enhance an organizational culture of academic excellence, exemplary behavior, and
equity that is responsive to all types of student diversity.
Promote students' and educators' accountability for their own performance and outcomes.
Promote the success of every student.
Possess the knowledge and skills necessary for developing a skilled and dedicated school staff through
effective hiring, evaluation, supervision, and professional development opportunities matched to staff
needs.
Promote a professional learning community of teachers, administrators, and other staff committed to
achieving the school vision and goals through ongoing collaboration, professional growth, planning,
sharing, and problem solving.
Build positive, productive relationships with families, the business community, institutions of higher
education, nonprofit organizations, and other members of the community and gain their active
involvement and support in developing and sustaining a strong school program.
Understand and adhere to legal and ethical guidelines relevant to school leadership and know how to
implement organizational, fiscal, and operational management systems and practices that support
achievement of school goals for teaching and learning.
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FIELDS 107/108: (SEPT 2013) SCHOOL BUILDING LEADER ASSESSMENT FRAMEWORK
FIELD 107: (SEPT 2013) SCHOOL BUILDING LEADER, PART ONE
COMPETENCY 0001—INSTRUCTIONAL LEADERSHIP FOR STUDENT SUCCESS
Performance Expectations
The New York State School Building Leader:
a. Leads the learning community in developing, articulating, and implementing a shared vision of high
levels of learning for every student and effective, research-supported curriculum and instructional
practice in every classroom.
b. Uses the vision and relevant data to analyze patterns and trends; identify ambitious goals for
improved performance; and develop, implement, evaluate, and monitor plans to achieve those
goals.
c. Maintains an intense focus on building a learning organization that is responsive to the needs of all
students in preparing them to be college and career ready.
d. Uses assessment data to monitor instructional outcomes and identify needs for improved teaching
and learning, establishes systems and practices that support individual accountability for results,
and advocates on behalf of student learning.
Performance Indicators
a. collaboratively developing and implementing a school vision of high achievement
and college/career readiness for all students
b. collecting, analyzing, and using data to identify vision-aligned goals for improved
teaching and learning; developing plans to achieve goals; monitoring and
evaluating plan progress and effectiveness; and revising plans as needed
c. establishing and leading a comprehensive, coherent, and challenging curricular
and assessment program aligned to state and college/career readiness standards,
including the New York State P–12 Common Core Learning Standards
d. planning, organizing, supervising, monitoring, and supporting a rigorous
instructional program based on research- or evidence-based best practices for
curriculum, instruction, and assessment
e. leading collaborative efforts to use student assessment data to monitor student
progress, identify instructional strengths and needs, and develop plans for
improved learning
f. ensuring teachers' use of instructional practices that promote academic
engagement and success for every student, including students with diverse
characteristics and needs (e.g., English Language Learners, students with
disabilities)
g. using technology and information systems to enhance curriculum and instruction,
support student learning, and monitor instructional effectiveness
h. ensuring that time spent on quality instruction is maximized
i. establishing and using monitoring and accountability systems to evaluate the
impact of the instructional program and ensure accountability for results
j. using data to anticipate emerging trends and advocate on behalf of students
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FIELD 107: (SEPT 2013) SCHOOL BUILDING LEADER, PART ONE
COMPETENCY 0002—SCHOOL CULTURE AND LEARNING ENVIRONMENT TO
PROMOTE EXCELLENCE AND EQUITY
Performance Expectations
The New York State School Building Leader:
a. Develops, nurtures, and sustains a school culture of achievement focused on rigorous academic
and behavior standards and a relentless commitment to high levels of student learning.
b. Works with others in the school community to create a safe, supportive, equitable, and fair
environment for all individuals and groups; to use resources efficiently and effectively; and to
ensure that consideration of students' academic and social-emotional needs is at the center of all
school decision making.
c. Ensures consistent implementation of the building code of conduct and serves as a model of
professional, ethical, and respectful behavior at all times.
Performance Indicators
a. establishing an organizational culture of shared commitment to academic
excellence and exemplary behavior for all students
b. ensuring that teachers set rigorous academic and behavior expectations for every
student
c. promoting an environment in which students are consistently learning, respectful,
and on task and are active and engaged learners
d. ensuring that student needs are the primary consideration in all aspects of school
decision making and resource use
e. creating a personalized, motivating, safe, supportive, and equitable learning
environment that is responsive to and respectful of student diversity; that supports
each student in achieving at the highest levels; and that promotes students' sense
of responsibility and accountability for their own learning
f. ensuring all students full and equitable access to educational programs, curricula,
and available supports and safeguarding the values of democracy and diversity
g. using effective and equitable behavior management systems and systems for
supporting students' social-emotional development
h. modeling professional, ethical, and respectful behavior at all times
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FIELD 108: (SEPT 2013) SCHOOL BUILDING LEADER, PART TWO
COMPETENCY 0001—DEVELOPING HUMAN CAPITAL TO IMPROVE TEACHER
AND STAFF EFFECTIVENESS AND STUDENT ACHIEVEMENT
Performance Expectations
The New York State School Building Leader:
a. Recruits and retains high-quality staff while fostering continuous improvement in instructional and
leadership quality and student achievement.
b. Oversees the development of a professional learning community whose members are committed
to achieving the school vision and goals through collaboration, planning, and problem solving
grounded in reflection on and analysis of current student and school performance.
c. Uses effective observation and evaluation procedures to evaluate the performance of teachers and
other staff, provides differentiated professional growth opportunities to improve performance for all
staff and learning for all students, and adheres to requirements related to human resource
administration.
Performance Indicators
Applies knowledge of skills and strategies for:
a. establishing an organizational culture of shared commitment to academic
excellence and exemplary behavior for all students
b. ensuring that teachers set rigorous academic and behavior expectations for every
student
c. promoting an environment in which students are consistently learning, respectful,
and on task and are active and engaged learners
d. ensuring that student needs are the primary consideration in all aspects of school
decision making and resource use
e. creating a personalized, motivating, safe, supportive, and equitable learning
environment that is responsive to and respectful of student diversity; that supports
each student in achieving at the highest levels; and that promotes students' sense
of responsibility and accountability for their own learning
f. ensuring all students full and equitable access to educational programs, curricula,
and available supports and safeguarding the values of democracy and diversity
g. using effective and equitable behavior management systems and systems for
supporting students' social-emotional development
h. modeling professional, ethical, and respectful behavior at all times
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FIELD 108: (SEPT 2013) SCHOOL BUILDING LEADER, PART TWO
COMPETENCY 0001—DEVELOPING HUMAN CAPITAL TO IMPROVE TEACHER
AND STAFF EFFECTIVENESS AND STUDENT ACHIEVEMENT
Performance Expectations
The New York State School Building Leader:
a. Recruits and retains high-quality staff while fostering continuous improvement in instructional
and leadership quality and student achievement.
b. Oversees the development of a professional learning community whose members are
committed to achieving the school vision and goals through collaboration, planning, and
problem solving grounded in reflection on and analysis of current student and school
performance.
c. Uses effective observation and evaluation procedures to evaluate the performance of
teachers and other staff, provides differentiated professional growth opportunities to improve
performance for all staff and learning for all students, and adheres to requirements related to
human resource administration.
Performance Indicators
a. recruiting, developing, and retaining teachers and other staff to support
achievement of school goals
b. assigning and scheduling teachers and other staff to meet student needs and
support school goals
c. designing and implementing effective induction and mentoring plans to support,
retain, and improve the performance of new teachers
d. creating a professional learning community characterized by teamwork, reflective
practice, discussion, sharing, problem solving, initiative, innovation, and action
research whose members are committed to continuous improvement of the
organization
e. creating professional growth plans and using supervisory approaches appropriate
to teacher strengths and needs
f. observing and evaluating the performance of teachers and other staff functioning at
different levels, and providing effective feedback
g. orchestrating high-quality coaching, workshops, team meetings, and other
professional learning opportunities to promote professional growth for teacher
effectiveness and student learning
h. providing formal and informal opportunities to mentor emerging leaders, promote
teacher leadership, and create a leadership pipeline
i. acting in accordance with local policies and procedures and state and federal laws
and regulations related to human resource administration; processes of collective
bargaining and contract management; and issues of equity, diversity, and fairness
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FIELD 108: (SEPT 2013) SCHOOL BUILDING LEADER, PART TWO
COMPETENCY 0002—FAMILY AND COMMUNITY ENGAGEMENT
Performance Expectations
The New York State School Building Leader:
a. Effectively promotes and sustains family and community engagement to support student
learning and school improvement efforts.
b. Uses leadership skills to reach out to diverse constituencies, develop positive relationships,
and create partnerships beneficial to the school and its students.
Performance Indicators
a. guiding staff to establish and maintain positive, productive, and respectful
relationships with parents/guardians and engage them in their children's learning
b. engaging families and the community to support planning and implementation of
change
c. promoting family involvement in children's education and developing partnerships
with families that improve the school's ability to achieve goals for student success
d. building productive partnerships and other relationships with the business
community, institutions of higher education, nonprofit organizations, and others in
the community to meet specific school needs
e. responding effectively to diverse family and community interests and needs
f. establishing effective communication systems between the school and outside
stakeholders, including using community and media relations and public
information strategies
COMPETENCY 0003—OPERATIONAL SYSTEMS, DATA SYSTEMS, AND LEGAL
GUIDELINES TO SUPPORT ACHIEVEMENT OF SCHOOL GOALS
Performance Expectations
The New York State School Building Leader:
a. Uses, maintains, and monitors effective technological, fiscal, and operational systems and
practices and ensures adherence to legal requirements in support of a school organization
focused on effective teaching and learning.
Performance Indicators
a. using technological tools and data systems to support organizational management
and increase organizational effectiveness
b. planning, managing, and monitoring school budgets, and allocating, aligning, and
efficiently utilizing fiscal resources to achieve educational goals and priorities
using knowledge of public school financing, sources of funding, restrictions on the
uses of funding, and strategies for obtaining additional resources (e.g., grants) to
support school programs and promote student success
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d. using efficient and effective procedures for accurate financial management,
including recordkeeping, reporting, and internal controls, consistent with legal
requirements
e. using procedures for allocating and utilizing space and time effectively to meet
educational needs and for providing a safe, secure, and healthy environment for all
students and staff
f. using procedures for building and information security, crisis planning and
prevention, and emergency management in the school setting
g. using practices to enable the school's physical plant and equipment to operate
safely, efficiently, and effectively
h. adhering to laws, regulations, and ethical standards related to student, staff, and
parent/guardian rights, protections, and responsibilities; educational equity; student
safety and welfare; students with disabilities, students who are English Language
Learners, and other protected classes; building management; and other matters
relevant to school leadership
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Study Guide
Field 107: School Building Leader Part 1
Sample Selected-Response Items
Expand All | Collapse All
Competency 0001
Instructional Leadership for Student Success
Use the information below to answer the five questions that follow.
Ms. L has served as the school building leader at Central Avenue High School for several years.
The school is located in an urban district and enrolls approximately 1,870 students. Many of the
teachers at Central Avenue have taught at the school for ten years or more. A majority is
consistently rated effective or highly effective, but close to 20 percent has been rated ineffective
or developing at some point over the last five years.
Student performance at Central Avenue has generally lagged behind state and district
performance. Three years ago, the district undertook an initiative to implement Data-Driven
Instruction and Inquiry (DDI) in all district schools. Recognizing DDI as a powerful tool for
improving student performance, Ms. L led a building-wide effort to implement fully the district’s
DDI system at Central Avenue. The school began administering district-adopted inventory and
quarterly assessments, with data analysis conducted at department-wide meetings. Since then, the
school’s performance on standardized assessments has improved overall, with mathematics
showing particularly significant gains. A strong commitment to the use of DDI by mathematics
faculty has been credited for a good deal of this improvement. Improvement in English
Language Arts (ELA) has been minimal, however, and student performance in this area
continues to lag behind district and state averages.
As the new school year begins, Ms. L focuses attention on analyzing and improving student
performance in ELA. She reviews formative assessment data in ELA and mathematics, as well as
Regents examinations results for Central Avenue students over the last three years. In addition,
she directs an assistant principal to gather information about and report on DDI activities
occurring among the school’s ELA staff.
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Document 1
Formative Assessment Results (last year)
(percentage of students answering more than 65% of formative assessment items correctly)
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Document 2
Student Performance on Regents Exams—All Students,
Central Avenue High School
Three-Year Comparison
NOTE: The "—" symbol indicates that data for a group of fewer than five students have been
suppressed to protect the privacy of individual students.
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Document 3
Assistant Principal's Report on DDI Activities in the English Department (last year)
To: Principal L
From: Assistant Principal R
RE: Update on Data-Driven Instruction and Inquiry (DDI) Activities in the English
Language Arts (ELA) Department
I observed an ELA department meeting held recently to review first-quarter formative
assessment results for all grade levels. All ELA faculty members were supposed to attend, but a
number were absent. The discussion was serious and well-intended, but the data analysis that
occurred was superficial and the meeting lacked focus. Eleventh and twelfth grade teachers, in
particular, seemed to emphasize how much students got wrong instead of deepening the
discussion to discover exactly what students got wrong and why students answered questions
incorrectly. The department chair ended the meeting by urging teachers to make time in their
own schedules to review the data more extensively.
In a separate discussion, I found the ELA department chair to have good intentions regarding
DDI. However, the department action plans that we reviewed focused on surface-level concerns,
despite the use of appropriate templates. Also, he has yet to see that ensuring teacher
participation in this work is essential to improve teaching and learning. It was clear from our
conversation that he views his administrative duties and demands on his time from teachers and
students as leaving little time for regular DDI meetings.
In conversations with individual ELA teachers, I found only two or three who fully understand
the importance of data and regularly use classroom-level DDI to inform their instructional
planning. Most of the faculty seem to be disconnected from the DDI process. They rarely use
data for their classes, relying instead on their own experience and intuition to plan and modify
instruction—especially at the upper grade levels. A few teachers expressed reluctance to increase
the rigor of instruction in response to poor test results. They believe that raising the level of rigor
"too sharply" while students are performing at low levels would frustrate students and have a
negative effect on their engagement with academics.
I'd be happy to discuss any of these matters further with you as needed. Please advise.
Sincerely,
Assistant Principal R
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Sample Questions -Response Items
1. In comparing formative assessment data with student performance on the Regents Exam in
Comprehensive English, which issue should concern Ms. L the most?
1. The content on the formative assessments does not appear to match the rigor of the
standards assessed on the Regents Exam.
2. The results of the formative assessments are likely to have substantially lower reliability
than the results of the Regents Exam.
3. The formative assessments are unlikely to be as comprehensive in their coverage of the
school curriculum as is the Regents Exam.
4. The formative assessments differentiate content according to grade level and quarter,
while the Regents Exam does not.
2. To improve student learning at Central Avenue High School, Ms. L should prompt faculty in
the ELA department to implement which strategy first?
1. Create classroom assessments that more closely reflect content addressed in districtadopted formative assessments and the Regents Exam.
2. Use available standardized assessment data to identify areas of their curriculum in which
student performance is weakest as drivers for action planning.
3. Compare formative assessment and Regents Exam data for their school with data from
demographically similar high schools within and outside of the district.
4. Identify additional sources of student performance data to determine the degree to which
classroom instruction is aligned with curriculum standards.
3. Which course of action taken by Ms. L would provide the most useful additional data for
developing a plan to improve student performance in English?
1. Conduct a time study to quantify the amount of time currently spent by ELA faculty on
DDI activities.
2. Identify professional resources on assessment and instruction in ELA currently available
in the school.
3. Administer a survey to ELA faculty to gather information about professional
development needs related to DDI.
4. Review the school's formative assessment results in ELA for a period covering at least
the last three years.
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4. Based on the information provided, the ELA department chair is most likely to need
administrative support to succeed in
1.
2.
3.
4.
recognizing how department issues affect the broader school community
establishing an atmosphere of collegiality and trust among department staff
marshaling additional resources to address new and emerging department needs
focusing on defined school and district priorities over competing department work
5. In addition to continuing the implementation of DDI, Ms. L's highest priority as instructional
leader should be to
1. establish academic expectations that are consistent with student performance in ELA
2. ensure that ELA teachers provide appropriately rigorous instruction for all students
3. promote buy-in among ELA faculty for a plan designed to promote instructional
improvement
4. review faculty reports on student performance and progress in ELA classes on a regular
basis
STOP! Do not turn to new page until instructed to do so.
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BLANK PAGE
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Answer to 1
Correct Response: A. This item requires examinees to apply knowledge of skills for
using student assessment data to monitor student progress. Local formative assessment
results for ELA show that approximately 80 percent of students at Central Avenue High
School were able to answer more than 65 percent of items correctly for quarters 3 and 4
last year. Meanwhile, Regents Exam results indicate that during that same time frame,
only 65 percent of students taking the state ELA exam were able to answer at least 65
percent of items correctly. The discrepancy suggests a lack of alignment between the
local formative ELA exams and the state ELA exams, with the state exams reflecting
more rigorous standards and expectations for student performance. This is problematic
because the school needs to be able to rely on the accuracy and alignment of the local
formative assessment results to ensure meaningful analysis of teaching and learning as
each school year proceeds.
Answer to 2
Correct Response: B. This item requires examinees to apply knowledge of skills and
strategies for leading collaborative efforts to use student assessment data to develop plans
for improved learning. To improve student learning, the ELA faculty at Central Avenue
High School must first identify those areas in the ELA curriculum where students are
having the greatest problems so that they know where changes in curriculum and/or
instruction are most needed. In the absence of local formative assessments that are
aligned with the Regents Exam, the most effective strategy available for identifying these
areas of curricular weakness is to analyze standardized assessment results. Such analysis
helps ensure that appropriately targeted planning for positive change can occur.
Answer to 3
Correct Response: C. This item requires examinees to apply knowledge of strategies for
collecting and analyzing data to develop plans to achieve goals. Given the power of DataDriven Instruction and Inquiry (DDI) to improve student performance and district
expectations related to DDI, Ms. L should take steps to ensure that ELA faculty begin
expanding their use of DDI as soon as possible. Information in Document 3 suggests that
most ELA teachers at the school do not make regular use of such data in their
instructional planning, so one of Ms. L's first priorities needs to be to provide these
teachers with appropriate professional development opportunities. A faculty survey
would be an effective way to determine how best to target professional development
activities to meet the current needs of ELA teachers at the school.
Answer to 4
Correct Response: D. This item requires examinees to apply knowledge of strategies for
supervising and supporting a rigorous instructional program based on research- or
evidence-based best practices. According to Document 3, the ELA department chair
"views his administrative duties and demands on his time from teachers and students as
leaving little time for regular DDI meetings." Since regular use of DDI is a priority for
the school and the district, Ms. L should strive to support the chair in figuring out how
competing department work can be addressed in ways that leave him ample time to play a
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leadership role in increasing his department's use of DDI. Such support may also be
beneficial in further developing the department chair as a teacher-leader.
Answer to 5
Correct Response: B. This item requires examinees to apply knowledge of strategies for
ensuring teachers' use of instructional practices that promote academic success for every
student. The reluctance of some ELA teachers to increase the rigor of their instruction for
fear of frustrating and decreasing the engagement of lower achieving students (Document
3) and the relative lack of rigor in local formative ELA assessments (Documents 1 and 2)
suggest that ELA faculty may have low expectations regarding the academic performance
and potential of at least some of their students. Given research indicating that low teacher
expectations can have a negative effect on student performance, Ms. L should make it a
priority to ensure that ELA teachers are providing appropriately rigorous instruction for
all students and thereby giving all students opportunities to achieve academically at high
levels.
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Study Guide
Field 107: School Building Leader Part 1
Sample Performance Tasks
Sample Directions
For each of the assignments in this section, you are to prepare a written response and record it in
the on-screen response box presented with each assignment. You should use your time to plan,
write, review, and edit your response for each assignment. You must write responses to all of
the assignments in this section.
Read each assignment carefully before you begin to work. Think about how you will organize
each of your responses. You may use the erasable *notebooklet to make notes, write an outline,
or otherwise prepare your response. However, your final response to each assignment must be
typed in the on-screen response box presented with the assignment. Each assignment
contains directions for the suggested length for an appropriate response. You may use the wordcount feature in the lower left corner of the response box to monitor the length of your response.
Your response to the written assignment will be evaluated on the basis of the following criteria:
COMPLETENESS: The degree to which the response addresses all parts of the assignment
ACCURACY: The degree to which the response demonstrates the relevant knowledge and skills
accurately and effectively
DEPTH OF SUPPORT AND UNDERSTANDING: The degree to which the response
provides appropriate examples and details that demonstrate sound reasoning and reflects a strong
understanding of the relevant knowledge and skills
Your responses will be evaluated on the criteria above, not on writing ability. However, your
responses must be communicated clearly enough to permit valid judgment of your knowledge
and skills. Your responses should conform to the conventions of edited American English. This
should be your original work, written in your own words, and not copied or paraphrased from
some other work.
Be sure to write about the assigned topics. You may not use any reference materials during the
test. Remember to review your work and make any changes that you think will improve your
responses. You may work on the assignments in any order you choose, but be sure to finish all
three assignments before the end of the test session.
*notebooklet: A small, hand-held erasable whiteboard
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Assignment 1: Instructional Leadership
Use the information below and the six documents provided to complete the task that
follows.
You are the new school building leader of Branson Heights Middle School. The school is located
on the outskirts of a relatively affluent suburb. Over the past three years, the school has
maintained a steady enrollment of approximately 750 students in grades 6–8. Staffing has
remained stable for the last two years. Approximately 25% of students at Branson Heights are
eligible for free or reduced-price meals and the community has experienced a slight economic
downturn with the closing of a few major employers. School faculty and staff strive to provide a
positive environment for all students and families. Branson Heights enjoys strong community
and family support.
The district's new superintendent has charged you with developing an instructional change plan
for the middle school. Many of the district's professional development sessions have focused on
reevaluating the mathematics curriculum to align it to the Common Core Learning Standards
(CCLS), looking at formative assessment data to measure student growth, and conducting crosscurricular planning sessions to embed more complex text in all lessons. Branson Heights has
redesigned its mathematics curriculum to reflect the CCLS and to align with the focus topics
identified by the CCLS as the major work of each grade. Your teachers have been very active in
supporting the curriculum redesign and have asked for professional development to support its
implementation.
It is October and you have received the first round of formative assessment data.
Document 1
Student Performance Indicators for Branson Heights Middle School
State Assessment Results for All Students
Two-Year Comparison
This table displays the percentage of students in all groups scoring at or above Level 3 ("meets
proficiency standard").
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State Assessment Results, by Student Group
Two-Year Comparison
This table displays the percentage of students, by group, scoring at or above Level 3 ("meets
proficiency standard").
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Document 2
Formative Assessment Results, ELA and Mathematics
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Document 3
Student Survey Results for Branson Heights Middle School (last year)
ELA and Mathematics Classes, Grades 6, 7, 8
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Document 4
Excerpt from Teacher Survey Results (last year)
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Document 5
Teacher Evaluation Data
Composite Evaluation Scores: All Teachers (last year)
(as assessed through multiple measures, including a state-provided growth score or other
comparable measure and locally selected measure of student achievement and other
measures of teacher effectiveness)
Key:
G&T – Gifted and Talented
PE – Physical Education
FACS – Family and Consumer Science
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Document 6
Teacher Observation Summary Data (last year)
(number of teachers scoring at each level of performance on the teacher practice rubric)
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Sample Performance Task Response Questions
Read the six documents provided. Based on the information provided, respond to each of the
following prompts. Be very specific in your answers, citing evidence from the scenario and
documents as appropriate.
1. Identify one strength of this school, citing evidence to support your response.
2. Identify three areas of need in the instructional program, citing evidence to support each
need.
3. Which area of need would be your highest priority? Explain why.
4. What are two important questions you must answer to address your highest priority area
of need? Explain why each question is important to address.
5. How will you go about getting answers to EACH question?
6. What actions would you take to address the school's priority need? Explain why.
7. How would you leverage the identified strength of the school (see Part A) to address the
priority need?
8. What possible challenges might your actions create and what are some ways that you
could manage these challenges?
Your response should be approximately 600–800 words and may be in a format of your choice
(e.g., paragraphs, bulleted list).
STOP – Do not proceed until told to do so.
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BLANK
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Sample Response to Assignment 1
(710 words)
A. A major strength at Branson Heights Middle School is the staff’s support of students and
dedication to improvement. Teachers have supported the curriculum redesign and over 75% of
all math and ELA teachers would like professional development to improve their practice.
Moreover, staff are aware of areas where improvement is needed such as their ability to meet the
needs of ELLs.
B. 1. Student performance in mathematics is stagnant, with just under 50% of students meeting
proficiency on statewide assessments and minimal growth for each grade level and student
subgroup. Formative assessment results suggest limited understanding of CCLS-aligned math
concepts. 47% of math faculty report lacking the knowledge and skills to teach all students.
Student survey results suggest low teacher expectations, minimal explanation, and failure to
engage students in higher-level thinking.
2. Students who are limited English proficient (LEP) and students with disabilities (SWDs)
score substantially below the general population and below students who are economically
disadvantaged on statewide assessments. While SWDs showed some improvement over the past
two years, the performance of students who are LEP declined in ELA, to 36% meeting
proficiency, and remained flat in math.
3. Discrepancies exist between teacher evaluation and teacher observation summary data. A
majority of teachers were rated "effective" or "highly effective" last year. Teacher observations
indicate weaknesses, however. For example, 8 of 18 math teachers were rated "basic" or
"unsatisfactory" in the classroom environment and instruction domains.
C. The highest priority is low achievement for students who are LEP and SWDs. 19% of students
are identified as LEP and 20% as SWDs, well above the state average. Less than 45% of these
populations are meeting proficiency standards in ELA and Math. A substantial portion of the
student population thus does not receive adequate instruction. Support for these subgroups is
needed to increase their access to the curriculum, improving equity and overall school
performance.
D. 1. What professional development opportunities and instructional resources would be most
effective in helping teachers reach students who are LEP and SWDs? This information is
essential to ensure teachers gain the knowledge and skills to meet the needs of all students. For
example, only 58% of ELA and 46% of math teachers feel they possess the knowledge and skills
to meet the needs of ELLs, indicating many cannot provide effective instruction for students who
are LEP. Generalized professional development will not be sufficient.
2. What steps can be taken to align teachers' self-perceptions with evidence indicating
weaknesses in instructional practices and skills? A majority of teachers feel they are effective,
despite evidence that students who are LEP and SWDs are not receiving adequate instruction.
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Teachers who recognize the need for improvement are more likely to adopt new practices and
skills.
E. The first step is conducting a needs assessment to determine what professional development is
required for faculty to meet the needs of students who are LEP and SWDs. In addition, teachers
should engage in reflection and cycles of inquiry to recognize discrepancies between their
perceptions and evidence of instructional weaknesses. The principal's role will be to facilitate
data analysis and the development and implementation of action plans.
F. 1. Utilize grade level and/or departmental teams to review student performance data, examine
student work, assess instructional practices, and commit to improvement in instruction for
students who are LEP and SWDs. Staff must own the performance of students in these subgroups
and understand each teacher's role in improving their achievement.
2. Implement job-embedded professional development activities related to improving
instruction for these subgroups. Teachers should spend the majority of their team planning and
meeting time focusing on student learning and instructional improvement.
G. Branson Heights's positive learning environment can be leveraged to address this need. In
particular, strong interest in professional development opportunities to achieve instructional
goals for all students (76% of ELA and 84% of math teachers) could encourage staff to commit
to instructional improvement.
H. 1. Tension from teachers with inflated self-perception of instructional effectiveness when
confronted with contradictory data.
2. Communicating the need to improve instruction and achievement for students who are LEP
and SWDs as part of an overall school improvement plan.
Managing these challenges will require full staff involvement. Working with teacher leaders and
implementing effective data analysis throughout the school will be important. The goal is to
instill a heightened sense of commitment to improvement for all students.
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Analysis of Response
The response demonstrates strength in the following Performance Characteristics.
Completeness: The degree to which the response addresses all parts of the assignment
The response thoroughly and completely addresses all aspects of each prompt, including actions
to be taken, rationales for these choices, and evidence from the documents. The evidence cited is
sufficient in quantity and quality and reflects an accurate interpretation of the data. The response
illustrates the inquiry stance of a strong instructional leader. Taken as a whole, the multiple
sections of the response draw upon all sources of data provided in the documents.
Accuracy: The degree to which the response demonstrates the relevant knowledge and
skills accurately and effectively
The response reflects an accurate interpretation of the data provided, as well as the content of the
scenario. Student and teacher survey information are cited to support the identified school
strength, and the issue identified as the highest priority—low achievement for students who are
LEP and SWDs—is clearly essential in promoting achievement for all students. Assessment data
are used accurately to identify concerns and establish appropriate priorities related to instruction.
Information drawn from the teacher survey data is used to identify steps which are likely to
ensure that all students, including students who are LEP and SWDs, have full and equitable
access to educational programs and curricula. The response further demonstrates an
understanding of the need for specific, targeted professional development in response to
individual teacher needs, as well as the actions the school building leader should take to support
and monitor plans for teacher growth and provide effective feedback.
Depth of Support and Understanding: The degree to which the response provides
appropriate examples and details that demonstrate sound reasoning and reflects a strong
understanding of the relevant knowledge and skills
The response illustrates the depth of understanding needed by a school building leader to act as
an effective instructional leader and to establish the culture and foundational structures that
would enhance the professional growth of the staff. Rationales provided for decisions about
immediate priorities and areas for further inquiry demonstrate a balanced use of objective and
subjective data to guide leadership actions. By raising questions that distinguish between the
availability of instructional resources and teacher perceptions of their status and needs, the
response illustrates a problem-solving approach that effectively utilizes both materials and staff
motivation. In addition, the analysis of challenges is logical and significant, and conveys a
school building leader’s respect for staff, willingness to engage teacher leaders in distributed
leadership, and awareness of potential biases. Overall, the response demonstrates understanding
of the scenario, appropriate use of data, and sound, logical reasoning.
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Study Guide
Field 108: School Building Leader Part 2
Sample Assignment One: Video Observation and Analysis
Sample Directions
New York State's Annual Professional Performance Review (APPR) procedures require school
building leaders to use a rubric when observing and evaluating teachers. These rubrics have
multiple domains and are aligned to the New York State Teaching Standards.
For this assignment, you will watch a 15-minute video clip of a teacher's instruction and then you
will evaluate the teacher's performance against the criteria set forth in the Teacher Observation
Rubric provided.
The video clip will only play once. You will not be able to pause, stop, or replay the video.
While the video is playing, you will be able to view only the component text from the rubric.
You may use the erasable *notebooklet provided to take notes. After you watch the video, you
will once again see both the assignment and the complete rubric while you write your response.
You should familiarize yourself with the assignment and the rubric before you go on to the
next screen and watch the video. The rubric is provided on the right side of this screen. The
assignment to which you will respond is shown in the box below.
You will be asked to write a response in preparation for your post-observation conference with
the teacher. Your response should be approximately 300–600 words and may be in a format of
your choice (e.g., paragraphs, bulleted list). Be sure your evaluation clearly responds to each part
of the task. The final version of your evaluation should conform to the conventions of edited
American English.
In your evaluation, you will identify evidence of teaching related to each rubric component and
assign a performance level for each rubric component. Then, using the evidence and the
performance levels you have identified, you will identify one strength and one area for
improvement in the teacher's performance.
Your evaluation of the teacher's performance will be based on your observation of the videorecorded instruction and your application of the criteria defined in the rubric. While you may see
evidence of other teacher practices that are not addressed in the rubric, your task is to identify
evidence from the video relating to the specific components of practice defined in this rubric and
then assess the level of performance exhibited on those components.
*notebooklet: A small, hand-held erasable whiteboard
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You will be asked to complete the following task:
Using the evidence you observed in the video and the Teacher Observation Rubric provided,
prepare a 300–600 word evaluation of the observed teaching for your post-observation
conference in which you:

for each rubric component, cite observable, objective evidence from the video;

assign a performance level (level 1 to level 5) for each rubric component, citing the
evidence you identified;

identify one significant strength exhibited in the teacher's performance, citing the relevant
component(s) of the Teacher Observation Rubric and observable evidence as support;
and

identify one significant area for improvement exhibited in the teacher's performance,
citing the relevant component(s) of the Teacher Observation Rubric and observable
evidence as support.
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Teacher Observation Rubric
Domain I: Engaging Students in Learning
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Domain II: Deepening Student Learning
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Domain III: Maintaining a Positive and Challenging Learning Environment
Video Description
At the test center, the examinee watches a 15-minute video clip of a teacher's instruction. The
video clip will only play once. Examinees will not be able to pause, stop, or replay the video.
While the video is playing, examinees will be able to view only the video and the component text
from the rubric.
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Setting: third-grade class English Language Arts lesson (35 students)
Lesson Objective: "Students will be able to think analytically, address problems creatively, and
advocate persuasively."
Rubric Components
Domain I: Engaging Students in Learning
Component 1: engages students in learning tasks that develop understandings and/or skills
relevant to the learning objective
Domain II: Deepening Student Learning
Component 2: elicits and builds on students' responses to promote conceptual and/or skills
development
Component 3: uses instructional strategies in ways that deepen students' understanding of and/or
ability to apply relevant concepts or skills
Domain III: Maintaining a Positive and Challenging Learning Environment
Component 4: demonstrates rapport with and respect for students in a positive and challenging
learning environment
Complete the task that follows.
Using the evidence you observed in the video and the Teacher Observation Rubric provided,
prepare a 300–600 word evaluation of the observed teaching for your post-observation
conference in which you:




for each rubric component, cite observable, objective evidence from the video;
assign a performance level (level 1 to level 5) for each rubric component, citing the
evidence you identified;
identify one significant strength exhibited in the teacher's performance, citing the relevant
component(s) of the Teacher Observation Rubric and observable evidence as support;
and
identify one significant area for improvement exhibited in the teacher's performance,
citing the relevant component(s) of the Teacher Observation Rubric and observable
evidence as support.
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Performance Characteristics
The following characteristics guide the scoring of the response to the assignment.
The degree to which the response addresses all parts of the
assignment
The degree to which the response demonstrates the relevant
ACCURACY
knowledge and skills accurately and effectively
The degree to which the response provides appropriate examples
DEPTH OF SUPPORT AND
and details that demonstrate sound reasoning and reflects a
UNDERSTANDING
strong understanding of the relevant knowledge and skills
COMPLETENESS
Score Scale
Scores will be assigned to the response to the assignment according to the following score scale.
Score
Point
4
3
2
1
U
B
Score Point Description
The "4" response reflects a thorough command of the relevant knowledge and skills.
The "3" response reflects a general command of the relevant knowledge and skills.
The "2" response reflects a limited command of the relevant knowledge and skills.
The "1" response reflects little or no command of the relevant knowledge and skills.
The response is unscorable because it is unrelated to the assigned topic or off-task,
unreadable, written in a language other than English or contains an insufficient amount
of original work to score.
No response.
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Study Guide
Field 108: School Building Leader Part 2
Sample Selected-Response Items
Competency 0002
Family & Community Engagement
Use the information below to answer the five questions that follow.
Mr. G is the new school building leader at Willowbrook Elementary School, a suburban school
that enrolls approximately 470 students in grades K–5. Willowbrook is known for a high level of
family involvement and for its strong focus on foundational skills. Most teachers at Willowbrook
are rated effective or highly effective, and students generally perform at or above district and
state averages. Student performance remained strong as Willowbrook implemented a new,
district-adopted curriculum aligned to the New York State Common Core Learning Standards
last year.
Several years ago, the previous school building leader at Willowbrook established a partnership
with the undergraduate teacher education program at a local college. College students enrolled in
sections of an upper-level reading instruction course are assigned to serve at Willowbrook as
tutors for students who are struggling readers. The college tutors each spend four hours per week
tutoring at Willowbrook as a course requirement. Several college faculty members teach sections
of the reading instruction course on a rotating basis. Most faculty who teach this course do not
meet with Willowbrook staff. Instead, a faculty coordinator at the college meets with
administrators and the English Language Arts (ELA) coordinator at the school at the beginning
of each school year and on an as-needed basis as the year proceeds.
The Everyone Reads tutoring program was embraced by Willowbrook's staff and by the school
community when it began, and the tutoring sessions yielded improvements in reading
achievement for Willowbrook students who participated. Now entering its fifth year, the program
provides tutoring in reading to approximately 75 students. During his first weeks at
Willowbrook, Mr. G met with the parents/guardians of 23 students who participate in the
program. These parents/guardians were unanimous in their support for the program, stating that
their children have better attitudes toward reading and show greater confidence in their reading
abilities as a result of tutoring. Parents/guardians of students in grades 3 through 5 also noted that
their children spend two to three hours more per week reading at home than they did before they
began participating in the program.
In initial meetings with school staff, however, Mr. G learned that teacher support for the program
has declined somewhat. Individual teachers expressed concern that energy for the program has
been flagging and that college faculty do not seem as engaged with the program as they had been
at the outset. Mr. G hopes to strengthen Willowbrook's partnership with the college's
undergraduate teacher education program and reinvigorate staff support for the Everyone Reads
program. He reviewed formative assessment data related to literacy skills, as well as the results
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from an annual teacher survey regarding the program. In addition, he read a letter to the college
faculty coordinator written by Ms. R, the previous school building leader at Willowbrook, at the
end of the program's first year.
Document 1
Willowbrook Elementary School
Fourth Quarter Formative Assessment Results for Literacy Skills,
Grades 1 through 5
(percentage of students answering more than 65% of formative assessment items correctly)
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Document 2
Willowbrook Elementary School
Survey of Teachers with Students Participating in
the Everyone Reads Tutoring Program
* 88% of eligible teachers responded
** 94% of eligible teachers responded
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Document 3
Letter to the College Faculty Coordinator from the Previous School Building Leader
Dear Professor K,
Please accept my congratulations on a very successful first year for the Everyone Reads tutoring
program. Willowbrook's students have benefited greatly from the college's involvement in our
school community.
Over the course of the year, 22 college tutors made regular visits to Willowbrook, and 72 of our
students across several grade levels received one-on-one tutoring. The results, I'm pleased to say,
were outstanding. Students were excited about working with the tutors, and all showed gains in
reading. The collaborative efforts of the college's faculty and students were well received by our
staff. The program enjoyed the enthusiastic support of parents/guardians and the entire school
community. All in all, we accomplished a great deal, of which we should be proud.
As we reflect on this past year and move toward the next, we are excited about exploring some
of the ideas for program expansion that you and other faculty at the college have suggested. My
teachers are particularly interested in your idea about having college faculty who are involved in
the Everyone Reads program lead professional development activities at our school. The
inclusion of the professional development link would no doubt be very useful for exposing
teachers to current research and best practices in the field of reading instruction. We are also
interested in pursuing your idea of increasing opportunities for our teachers to consult with
college faculty on reading instruction that is effective and appropriate for all of their students.
Opportunities such as these would provide excellent support for school staff and would help
sustain the strong relationship we all enjoyed in this first year.
Please share my congratulations with your colleagues. We are very appreciative of all of your
efforts, and of the efforts of your students.
Best regards,
Ms. R
Principal
Willowbrook Elementary School
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Sample Questions to Selected-Response Questions
1. Mr. G is planning an initial meeting with the current college faculty coordinator for the
Everyone Reads tutoring program. Based on the information provided, Mr. G should give most
attention to which issue at the meeting?
1.
2.
3.
4.
improving the college faculty's responsiveness to Willowbrook staff
increasing the tutors' knowledge of Willowbrook's current curriculum
exploring formative assessment data for Willowbrook students
identifying additional strategies for teaching reading at Willowbrook
2. Mr. G plans to share school data with college faculty involved in the Everyone Reads tutoring
program in order to encourage their engagement in further program planning. Which
modification to the data shown would best serve this purpose?
1. providing formative assessment results for each year since the program began, rather than
for selected years only
2. organizing the teacher survey data to more clearly indicate areas of significant teacher
concern
3. breaking out the formative assessment results for program participants versus
nonparticipants
4. including with the teacher survey data information regarding the specific tutors who
worked in each classroom
3. Based on the information provided, Mr. G can best leverage which area of strength in order to
reinvigorate teacher support at Willowbrook for the Everyone Reads tutoring program?
1. gains in student performance in literacy skills since the program was implemented
2. the potential interest of college faculty in providing teachers with professional
development activities related to the program
3. the percentage of teachers reporting positive classroom experiences with tutors
4. reports from parents/guardians about the program's positive impact on children's attitudes
about and time spent in reading
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4. Which action taken by Mr. G would likely be most helpful for promoting the effectiveness and
vitality of the Everyone Reads tutoring program moving forward?
1. Establish a system to ensure regular, ongoing communication between the school and
college faculty.
2. Provide college faculty with formative and state assessment results in reading as the
results become available.
3. Invite college faculty to conference with teachers and tutors periodically throughout each
semester.
4. Put in place procedures for individual teachers to contact college faculty as tutor-related
issues arise in their classrooms.
5. Over the next several years, Mr. G's highest priority for strengthening Willowbrook's
partnership with the college's undergraduate teacher education program should be
1. ensuring that the college's undergraduate teacher education students are adequately
prepared to serve as tutors
2. expanding opportunities for Willowbrook staff to work directly with the college's
undergraduate teacher education faculty
3. evaluating the extent to which the partnership with the college continues to support the
goal of improving student success
4. encouraging Willowbrook teachers to pursue professional development related to reading
at the college campus
Competency 0003
Operational Systems, Data Systems, and Legal Guidelines to Support Achievement of School Goals
6. A middle school building leader is determining whether to search a student's backpack for a
possible illegal substance. Which statement describes the minimum requirement for moving
forward with the search?
1.
2.
3.
4.
The student gives verbal permission to conduct the search.
A reasonable suspicion exists that the student is violating the law.
The student has been observed committing an illegal action.
The search is conducted in the presence of the student's parents/guardians.
STOP! Do not turn the page until instructed to do so.
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Answer to Question 1
Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for
building productive partnerships with institutions of higher education to meet school needs. The
scenario indicates that Willowbrook implemented a new curriculum last year that is aligned to the New
York State Common Core Learning Standards. Meanwhile, last year's survey of teachers with students
participating in the Everyone Reads tutoring program (Document 2) indicates that only 45 percent of
teacher respondents agreed or strongly agreed that the tutors assigned to their classes were familiar
with the school's current ELA curriculum. To be fully effective in their work with students who are
struggling readers, the tutors need to understand and know how to apply the school's new ELA
curriculum. Therefore, when meeting with the college faculty coordinator for the Everyone Reads
tutoring program, Mr. G's most immediate concern should be the issue of increasing the tutors'
knowledge of relevant aspects of the school's new ELA curriculum.
Answer to Question 2
Correct Response: C. This item requires examinees to apply knowledge of strategies for engaging the
community to support planning and implementation of change. Mr. G could best engage relevant
college faculty in further planning for the Everyone Reads tutoring program by providing them with data
highlighting specific ways in which the program has been more and less successful in improving
students' reading performance over time. The formative assessment data provided in Document 1 is for
all students at the school, so the effects of the tutoring program on those students participating in it are
difficult or impossible to discern. These data would be far more helpful to the college faculty if they
were broken out in ways that distinguish the performance of student participants in the program versus
nonparticipants. Such data would allow the college faculty to identify specific program strengths and
needs and clarify those areas requiring change in order to be more successful.
Answer to Question 3
Correct Response: D. This item requires examinees to apply knowledge of strategies for engaging
families to support the implementation of change. The scenario indicates that teacher support for the
Everyone Reads tutoring program is declining. Available formative assessment data suggest that benefits
of the program in terms of improved student test performance may have flattened out in the last couple
of years. However, the striking level of family support the program enjoys can be used to reinvigorate
teacher support for the program. As they learn about reports from many parents/guardians that the
program continues to have positive effects on the attitudes of participating students about reading and,
most notably, on the amount of time these students spend reading outside of school, teachers will be
more likely to support strengthening the program.
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Answer to Question 4
Correct Response: A. This item requires examinees to apply knowledge of effective communication
systems between the school and outside stakeholders. A partnership between a school and an outside
organization benefits from regular, ongoing communication to help ensure that the needs and
expectations of both entities are being met and that any issues that arise can be dealt with promptly
and in a mutually acceptable way. The scenario states that meetings between school and college staff
occur infrequently and, when they do occur, involve only a small number of school staff and one college
faculty coordinator. Given declining faculty support for the program and increasing concerns about
various aspects of the program, establishing a system for regular, ongoing communication between the
school and college faculty, such as weekly conference calls or monthly meetings, would be one
important way of promoting the program's effectiveness and vitality moving forward.
Answer to Question 5
Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for
building productive partnerships with institutions of higher education to meet school needs. The teacher
survey indicates that many teachers whose students participate in the program believe they would
benefit from opportunities to collaborate with and learn from college faculty, an idea discussed in the
previous building leader's letter to the college's faculty coordinator for the program. Moreover, many
teachers are experiencing program-related issues that could be addressed through opportunities to
interact with their partners at the college, and many would like to see more communication with and
responsiveness by the college. Therefore, an important priority for Mr. G in working to strengthen the
school-college partnership should be to expand opportunities for school staff to work directly with the
college's undergraduate teacher education faculty.
Answer to Question 6
Correct Response: B. This item requires examinees to apply knowledge of laws related to student rights.
The Fourth Amendment to the U.S. Constitution guarantees individuals the right to be free from
unreasonable searches. In the case of New Jersey v. T.L.O., 469 U.S. 325 (1985), the Supreme Court ruled
that school officials have a right to search students based only on "reasonable suspicion," a less rigorous
standard than "probable cause," which generally applies to searches outside of a school environment.
Therefore, in the situation described, the minimum requirement for a building leader to move forward
with a search of a student's backpack is the existence of a reasonable suspicion that the student is
violating the law by being in possession of an illegal substance.
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EDUCATING ALL STUDENTS (EAS) Overview
1. This test consists of selected-response items and constructed-response items.
2. Each constructed-response item will share scenario-based stimulus material with several
selected response items.
3. The selected-response items count for 70% of the total test score and the constructed
response items count for 30% of the total test score.
4. Each selected-response item counts the same toward the total test score.
5. The total testing time is 135 minutes. Candidates are free to set their own pace.
6. Each constructed-response item is designed with the expectation of a response up to 10
minutes.
7. The selected-response items are designed with the expectation of response time up to 105
minutes.
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FIELD 201: EDUCATING ALL STUDENTS (EAS) TEST FRAMEWORK
Competency
0001
0002
0003
0004
0005
Diverse Student Populations
English Language Learners
Students with Disabilities and Other Special Learning Needs
Teacher Responsibilities
School-Home Relationships
An effective school leader in New York State has the professional and pedagogical knowledge and
skills necessary to:
a. Ensure that all students are taught effectively in New York State schools.
b. Be familiar with and know how to use research-validated instructional strategies that are
responsive to the characteristics and learning needs of students with a broad range of
backgrounds and needs.
c. Is familiar with the legal, ethical, and professional responsibilities involving students,
parents/guardians, and others in the school community.
d. Understand the importance of parent/guardian involvement in a child's education and is able
to use skills and strategies to communicate and collaborate effectively with
parents/guardians in support of student learning.
COMPETENCY 0001—DIVERSE STUDENT POPULATIONS
Performance Expectations
A New York State Building Leaderr:
a. Understands the characteristics, strengths, and needs of all student populations.
b. Effectively uses knowledge of diversity within the school and the community to address the
needs of all students, to create a sense of community among students, and to promote
students' appreciation of and respect for all students in their diversity.
Performance Indicators
Performance Indicators
a. demonstrates an understanding of appropriate strategies to enhance knowledge of
students (e.g., learning about students' family situations, cultural backgrounds,
individual needs, gifts and talents, and personal interests) and to promote a sense
of community among diverse individuals and groups in the classroom
b. demonstrates knowledge of strategies for engaging in self-reflection to enhance
one's interactions with all students and strengthen classroom practices
c. applies knowledge of research- or evidence-based strategies, including utilizing
universal design principles, for teaching and working effectively and inclusively with
all students (e.g., students from all cultures and backgrounds, students of different
genders and sexual orientations, students from homes where English is not the
primary language or where a variant form of English is used)
d. applies knowledge of research- or evidence-based strategies for teaching and
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working effectively and inclusively with students from various social and economic
circumstances and students with diverse family and living arrangements (e.g.,
students who are homeless; students who are in foster care; students with
interrupted, limited, or no formal education)
e. applies knowledge of the significance of giftedness for teaching and learning and
research- or evidence-based strategies for selecting, modifying, and implementing
curriculum and instruction for students who are gifted and talented
f. demonstrates knowledge of strategies for using and adapting fair, equitable, and
appropriate classroom assessment practices to inform instruction
g. applies knowledge of strategies for promoting students' understanding and
appreciation of diversity (e.g., infusing diverse perspectives throughout the
curriculum) and for using the diversity that exists in the classroom and the
community to enhance all students' learning
h. demonstrates an understanding of how culturally responsive classroom
environments in which diversity is valued and respected promote student
achievement and positive student experiences
i. demonstrates an understanding of strategies for working collaboratively within the
school environment and for identifying and incorporating additional school-based
and community-based resources to enhance learning for diverse student
populations
j. applies knowledge of varied strategies and modifications for creating a safe,
supportive, and positive classroom environment for all students, including students
with special learning needs and English Language Learners, and for ensuring that
these students are an integral part of the general education classroom and participate
to the greatest extent possible in all classroom activities.
COMPETENCY 0002—ENGLISH LANGUAGE LEARNERS
Performance Expectations
The New York State educator understands the characteristics, strengths, and needs of
English Language Learners and effectively uses this knowledge to assist in developing their
language and literacy skills and promoting their achievement of learning standards in all
content areas.
Performance Indicators
a. identifies stages and patterns of first- and second-language acquisition and
analyzes factors that affect students' English language acquisition and
development (e.g., cognitive learning styles and strategies; cultural background;
exceptionalities; prior experiences with the second language; interrupted, limited,
or no formal education; teacher expectations; classroom environment; primary
language; literacy in the primary language)
b. demonstrates an understanding of the types and benefits of bilingualism and
bilingual programs and the importance of viewing use of the primary language as a
right and as an asset for English Language Learners
c. applies knowledge of the legal rights of English Language Learners and ethical
considerations related to the education of English Language Learners
d. demonstrates knowledge of effective approaches for promoting English Language
Learners' development of oral and written language proficiency in English,
including adapting teaching strategies and materials
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e. demonstrates an understanding of similarities and differences between English
literacy development for native English speakers and for English Language
Learners, including how literacy development in the primary language influences
literacy development in English, and applies strategies for helping English
Language Learners transfer literacy skills in the primary language to English
f. applies knowledge of research-based instructional strategies (e.g., providing
scaffolding, using authentic tasks) for promoting literacy for English Language
Learners at all stages of literacy development
g. applies knowledge of strategies for supporting English Language Learners'
development of content-area literacy skills and for teaching English Language
Learners how to use literacy skills as tools for learning
h. applies knowledge of criteria and procedures for evaluating, selecting, creating,
and adjusting instructional materials and strategies and assessment systems and
practices to meet the learning needs of English Language Learners and to promote
their achievement of learning standards in all content areas
i. identifies effective strategies for consulting and collaborating with students' families
and support networks and with educators in the English as a Second Language
(ESL) and/or bilingual education programs to meet the needs of English Language
Learners and to promote their English language skills and academic progress.
COMPETENCY 0003—STUDENTS WITH DISABILITIES AND OTHER SPECIAL
LEARNING NEEDS
Performance Expectations
The New York State School Building Leader:
a. Understands the characteristics, strengths, and needs of students with disabilities and other
special learning needs and effectively uses this knowledge to help students reach their
highest levels of achievement and independence.
Performance Indicators
a. demonstrates an understanding of types of disabilities and other special learning
needs and the implications for teaching and learning associated with these
differences.
b. applies knowledge of how to select, modify, and implement curricula, assessments,
materials, technology, and equipment to meet the individualized needs of students
with disabilities and other special learning needs
c. demonstrates an understanding of the importance of and strategies for consulting
and collaborating with specialists who can assist in the identification of appropriate
resources, technology (including assistive technology), and instruction to meet the
individualized needs of students with disabilities and other special learning needs
d. applies knowledge of federal and state laws, policies, and regulations (e.g.,
Individuals with Disabilities Education Act [IDEA], Section 504 of the Rehabilitation
Act of 1973) and ethical considerations (e.g., confidentiality rights and
responsibilities of stakeholders) related to the education of students with disabilities
e. identifies teacher responsibilities and requirements in working with students with
disabilities and other special learning needs, including providing increasingly
intensive supports and interventions through response to intervention (RtI) and
positive behavioral interventions and supports (PBIS) to support struggling learners
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and ensure appropriate referrals for special education, requesting referrals of
students who are suspected of having disabilities, participating on the Committee
on Special Education, and developing and implementing Individualized Education
Programs (IEPs)
f. applies knowledge of strategies for effectively integrating recommendations from
IEPs into instructional activities and daily routines
g. demonstrates knowledge of basic service delivery models for students with
disabilities and other special learning needs and of strategies and resources (e.g.,
special education staff, specialized support staff) for supporting instruction in an integrated setting.
COMPETENCY 0004—TEACHER RESPONSIBILITIES
Performance Expectations
A New York State School Building Leader:
a. Understands rights and responsibilities in situations involving interactions between teachers
and students, parents/guardians, community members, colleagues, school administrators,
and other school personnel.
Performance Indicators
a. applies knowledge of laws, policies, and regulations related to students' rights in
various situations (e.g., in relation to testing accommodations and right to services,
due process, discrimination, bullying, harassment, confidentiality, discipline,
privacy)
b. applies knowledge of a teacher's responsibilities in various situations (e.g.,
advocating to meet student needs, reporting potential abuse, addressing safety
issues)
c. applies knowledge of the rights and responsibilities of parents/guardians in various
education-related situations (e.g., in relation to student records, school attendance,
input into educational decisions)
d. analyzes the appropriateness of a teacher's response to a parent/guardian, a
community member, another educator, or a student in various situations
COMPETENCY 0005—SCHOOL-HOME RELATIONSHIPS
Performance Expectations
A New York State School Building Leader:
a. Understands effective strategies for promoting positive and productive relationships and
interactions between the school and home to enhance student learning.
Performance Indicators
a. identifies strategies for initiating and maintaining effective communication between
the teacher and parents/guardians to promote student development and achievement
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b. identifies factors that may facilitate or impede communication or collaboration with
parents/guardians (e.g., accessibility, responsiveness, cross-cultural
understanding) in given situations (including parent-teacher conferences)
c. identifies strategies for accommodating the communication needs of
parents/guardians (e.g., the use of interpreters and translated documents) and for
inviting parents/guardians to share information to enhance student learning
d. identifies strategies for ensuring that parents/guardians of all students are
encouraged to participate as active members in school-based decision making
e. identifies strategies for encouraging parents/guardians to participate in and
contribute to their children's education and for collaborating with parents/guardians.
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Study Guide
Field 201: Educating All Students (EAS)
General Directions
This test consists of selected-response (multiple-choice) questions and three constructedresponse assignments.
Each selected-response question in this test is presented with four answer choices. Read each
question and answer choice carefully and select the ONE best answer. You should answer all
questions. Even if you are unsure of an answer, it is better to guess than not to answer a question
at all.
You have a total of 135 minutes to complete the entire test. Be sure to allocate your time
carefully so you are able to complete the entire test within the testing session.
Sample Test Questions
Competency 0001
Diverse Student Populations
Exhibit 1
Class Description
Ms. Finnegan is a new sixth-grade English language arts teacher whose class includes 34
students with diverse characteristics and needs. The majority of students come from one culture,
which reflects the composition of the school population as a whole. Recently, the community has
become home to a growing immigrant population. This shift in demographics has resulted in
some tension at the school between groups of students. The principal asked teachers to make it a
priority to create inclusive classroom environments and provided professional development
sessions and faculty in-service training to support them in their efforts.
Ms. Finnegan has a goal of learning as much as possible about her students and their
backgrounds, interests, and needs. During the first few weeks of school, Ms. Finnegan
administers a student interest survey and each day she makes notes in her journal about
classroom activities, student interactions, and students' responses to various instructional
approaches. She also frequently reviews assessment data. Her review of data from students' most
recent standardized reading assessment indicates that, of her 34 students, only ten have achieved
the level of proficient in English language arts.
Ms. Finnegan is planning a lesson on distinguishing fact from opinion in informational texts. She
plans to have students work in small groups for some lesson activities. As part of the planning
process, Ms. Finnegan is reflecting on the notes in her journal and considering various strategies
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for ensuring that instruction is culturally responsive and helps her students understand and apply
their learning in future lessons.
Exhibit 2
Excerpts from Ms. Finnegan's Journal
Tuesday, September 6
Many students in the class want to associate primarily with peers from the same cultural
background. I've engaged students in activities to help them get acquainted, but some of them are
reluctant to interact with peers from a different background. It also appears that a few students
hold negative views about individuals from different cultural groups. There are times when I
sense underlying tension in the classroom.
Wednesday, September 7
Today I introduced a large-group lesson on identifying main ideas and supporting details. For the
lesson, I chose two relatively brief informational passages. One passage was about the U.S.
economy and the other passage was about the U.S. legislative system. When we read the
passages together, students had questions about the content. In the course of addressing these
questions, I could sense students' attention to the lesson slipping away.
Monday, September 12
Today we were discussing a magazine article about a popular musician. Many students had
comments or questions, but I noticed differences in how students communicated. Some students
were quiet and waited to be called on before speaking, while other students were quite animated,
offering many comments and even interrupting to make a point. It is going to be challenging to
manage discussions so that all students have an opportunity to contribute.
Friday, September 16
Near the end of class yesterday, two students became engaged in a loud and disruptive verbal
altercation. I learned that one of the students had made a culturally insensitive remark to the
other. I took the students aside immediately and spoke with both of them about their behavior,
but the incident created an atmosphere of unease that lasted all day today. The other students
appeared distracted and anxious. Hopefully, this tension will ease over the weekend. I am also
meeting to discuss this with the principal so that she is aware of the situation. I would also like to
ask her to suggest strategies for creating a more positive classroom climate.
Exhibit 3
Excerpt from Ms. Finnegan's Draft Lesson Plan
Topic: Fact and Opinion
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Standard:
Distinguish between fact, opinion, and reasoned judgment in a text. (NYCCLS R.LST.8.8)
Lesson Objectives:
Students will classify statements from informational texts as fact or opinion.
Students will write original statements of fact and original statements of opinion.
Grouping:
Students will work in groups of five or six. Groups will be assigned by the teacher.
Materials:
large T-chart, fact and opinion statements written on sentence strips, copies of a newspaper
article about a professional basketball player
Lesson
Component
Activity
Define fact and opinion for students. Ask students to make statements about a
popular and familiar book, movie, or television show. Write the statements on the
board. Guide students in classifying their statements as fact or opinion.
Distribute 3 sentence strips with fact/opinion statements to each group. Have
students discuss statements and decide whether they are fact or opinion. Post the
Small-group
large T-chart. One side is labeled FACT and the other side is labeled OPINION.
Activity 1
Students in each group take turns placing the group's sentence strips on the
appropriate side of the chart.
Distribute the newspaper article about the professional basketball player. Have
students read and discuss the article with the other members of their group.
Small-group Students independently write two statements of fact from the article and two
Activity 2
statements of opinion. Students take turns sharing their sentences with the group.
Once the group verifies that the statements are fact/opinion, each student records
the four sentences in his or her journal.
Introduction
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Questions - Use the exhibits to answer the questions that follow.
1. The patterns of interaction in Ms. Finnegan's class suggest that students would benefit the
most from which of the following instructional approaches?
A. implementing frequent independent study projects and self-paced learning activities
B. providing a highly structured learning environment that features strict rules and
consequences
C. designing a system of concrete rewards for classwide achievement of learning objectives
D. adopting heterogeneous grouping practices that promote shared goals and mutual learning
support
2. Which of the following statements describes the most likely explanation for students' lack of
engagement with the main idea activity on September 7?
A. The use of two passages made the activity too long to hold students' attention.
B. The students prefer reading literary passages to reading informational passages.
C. The teacher did not incorporate students' prior knowledge and provide other appropriate
scaffolding.
D. The topics of the passages were too similar and provided little variety to stimulate
students' thinking.
3. Which of the following tasks would be the most appropriate and effective method for
informally assessing student learning in Ms. Finnegan's lesson on distinguishing between fact
and opinion?
A. Student groups evaluate their performance on the small-group activities on fact and
opinion.
B. Individual students use different colors to highlight facts and opinions in a passage on a
familiar topic.
C. Pairs of students test each other's knowledge of fact and opinion using textbook passages.
D. The teacher observes student groups as they perform the small-group activities on fact
and opinion.
4. Which of the following additional actions should Ms. Finnegan have taken in response to the
verbal altercation on September 16?
A. Discuss the code of conduct in order to restore a classroom climate that is safe and
comfortable for students.
B. Encourage students to write in their journals about how the incident made them feel.
C. Have students work in small groups to reexamine classroom rules and suggest revisions
as needed.
D. Send the students in question to an alternate location in the school to reflect on their
behavior.
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Use the exhibits to complete the task that follows.
5. After analyzing the information provided, write a response of approximately 150–200 words
in which you:
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identify one issue related to student diversity that Ms. Finnegan should address in her
instructional planning related to this lesson;
describe one strategy Ms. Finnegan could use to address the issue you identified; and
explain why the strategy you described would be effective in facilitating student learning.
STOP! Do not turn the page until instructed to do so!
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BLANK
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Answers to Question 1-4 – Selected Response
Answer to Question 1
Correct Response: D. Since the interactions in this class tend to be primarily between peers with similar
backgrounds, heterogeneous grouping practices would provide opportunities for diverse groups of
students to work together toward a common purpose. This approach also helps students recognize
peers' strengths and talents as well as areas they have in common. Ultimately this approach helps
promote a more inclusive learning environment because students often learn that preconceptions and
views of peers from backgrounds different from their own may not be accurate.
Answer to Question 2
Correct Response: C. Activating prior knowledge is a research-based strategy for enhancing student
engagement and helping students make sense of new information. Taking time to discuss with students
what they already know about a topic as well as content-specific vocabulary increases students'
engagement with the text because it provides a framework for connecting the topic to their current
knowledge and experiences.
Answer to Question 3
Correct Response: B. Informal assessment of student learning is often accomplished through
performance-type tasks that must be completed by individual students. In this way, the teacher can gain
a more accurate measure of every student's understanding and ensure that students who need
additional teaching or support are not overlooked because they performed a task as part of a group.
Answer to Question 4
Correct Response: A. Teachers have a responsibility to maintain a classroom environment that is
conducive to learning. Though the teacher dealt with the immediate troubling behavior, the situation
had a negative effect on the rest of the students. By bringing the incident into the open through
discussion or other strategies, the teacher would have been able to help alleviate students' anxiety and
refocus the class on learning.
Sample Response to Question 5 – Constructed Response
One issue related to diversity that Ms. Finnegan should address in planning the lesson on fact and
opinion is that students, depending on their backgrounds or gender, may or may not be familiar with
the topic professional basketball. Students with little or no background knowledge of basketball will
be at a disadvantage when it comes to determining whether a statement is a fact or an opinion.
Ms. Finnegan could address this issue by allowing students to choose from texts written on several
different topics that are more familiar to all students. She could then form groups according to the
texts students choose.
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This strategy would be effective in facilitating student learning because students would have the
necessary background knowledge of their topic. They would not have to expend mental energy
trying to comprehend text about an unfamiliar topic, and could focus their attention on the primary
objective of distinguishing between fact and opinion. This strategy would also encourage students to
work with different peers and help them get to know other students who share their interests.
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Observations, Suggestions & Strategies for Success on the Examinations
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Be familiar with the Assessment Framework competencies, knowledge & skills
Utilize key phrases and integrate the competencies, knowledge & skills into your writing
Complete all sample questions and formats (see web site)
View the on-line test prep videos
Understand who is grading/assessing your exam (retirees that may or may not be current)
Address each part of a question – sometimes can be answered with one sentence, other times
with a lot more
Address in the order of the questions
When responding to questions, often focus should be on issues of student achievement,
especially of sub-groups (ELL, SWD, Ethnicity)
Advocate for the child of greatest need first (i.e. when confronted with two options, choose the
group furthest from the mean first)
Clearly identify the main in the writing tasks.
Avoid abbreviations – and explain briefly what it is.
Identify questions separately within writing.
Length doesn’t mean a higher score, brevity doesn’t necessarily mean a poor score
In constructed response and performance tasks: cite data or documents when making a
statement, analysis or a solution
Respond to most situations/problems from a leadership perspective, not a teacher’s
Your leadership perspective when answering questions should usually be inclusive, involving
others, seeking input, shared solution with focus on student growth and development
Try to avoid I, me, or mine, when responding to written tasks – use we, us, our
Assessments are graded by 2 evaluators – must be within 1 point to agree - aggregate
Constructed response and performance task questions are evaluated on a 1,2,3,or 4 (1 & 2 are
failures)
In the written tasks, when asked to determine best course of action, avoid moving into the
possible solution UNTIL you have thoroughly developed a process to collect information, assess,
and then develop the plan
Most evaluations fall into 2 or 3 (failure or pass), differences?
o Clarity- easy to understand, skim, look for key phrases and details
o Responds to all and each part of a question or task
o Provides clear justification for the action or process
o Solution is relevant, practical, and likely to work (multiple solutions will often work)
o Applies leadership principles (social justice, vision, shared, people oriented, etc.)
o Utilizes and analyzes data and documents correctly
o Easy to read, understand and follow
o Answers follow in the sequence of the question (sequence)
o Answers are either labeled or start new paragraphs
Suggestion: schedule Part 1 and Part 2 on different days
Suggestion: schedule exams towards or at the end of the internship and completion of
coursework
Suggestion: Manage time carefully – consider completing the written performance tasks first
before constructed response items since they require more pre-writing planning and effort
Understand PLC’s and how to implement (teamwork, reflective, practice, discussion, sharing,
problem solving, initiative, innovation, action research, etc.)
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Understand action research – this can sometimes be part of your solution
When studying data and documents – look for anomalies, “stick outs” – AFTER you have read
the questions (i.e. you are reading for information and details)
Be careful to also not be misled by a miscellaneous data point or variable that is unrelated to
your responses
Be able to discuss the appropriate use of professional development as a role for change,
improvement, etc. (e.g. focused, targeted, teacher led, sustained, follow up, embedded)
Be able to discuss and utilize multiple approaches to collecting information as part of a plan in
the written performance tasks:
o Surveys (anonymous and identified)
o Evaluating data
o Informal and formal classroom observations
o Student work
o Focus groups
o Informal conversations
o Review of local Board policies, State and Federal Law
o Visits to other districts, schools, etc.
o Review of the literature
Be able to explain change process, model, theories
Avoid jargon or acronyms without explaining what, who, how and relevance
Use the estimated lengths in words as an estimate for budgeting of your time – but you can
write much more or less and still be effective
The lengthy responses are often the weaker or rambling responses
Know the three model “components” of the rubric for the teacher video
Decide in advance how you will diagram/describe the lesson you will observe
Understand the ELCC standards and be able to integrate them into your writing
You are evaluated on the strength of your argument for action, clarity, quality of the questions
closely related to your issue, practicality of plan, and degree of understanding of the role of an
administrator
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