Tests at a Glance
School
Leadership
Series
School Leaders Licensure Assessment
School Superintendent Assessment
Your Quick
Guide to
Understanding
The School Leadership
Series tests
⽧
What’s covered on each test
⽧
How to prepare
⽧
Test-taking strategies
and more
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The School Leadership Series:
Welcome to The School Leadership Series
The School Leadership Series is a
program of Educational Testing
Service. (ETS®).
The first test in The School Leadership Series is the School Leaders
Licensure Assessment and the second
test is the School Superintendent
Assessment. This material describes
these tests in detail.
Because different states require
different tests, be sure you know which
one(s) you need before you register.
This information is available
in The School Leadership Series
Registration Bulletin or on the Internet
at The School Leadership Series Web
site (www.ets.org/sls). If you have any
questions about state requirements,
please direct your inquiries to the
appropriate state agency. If you have
any questions about registration,
scoring, or other School Leadership
Series services, please call 609-771-7395.
Many of the materials contained
in this Bulletin were prepared by
Educational Testing Service for
submission under contract with the
Council of Chief State School Officers.
Preparation of these materials was
Copyright 䊚 2003 by Educational Testing Service.
All rights reserved. EDUCATIONAL TESTING
SERVICE, ETS, the ETS logo and PATHWISE are
registered trademarks of Educational Testing Service.
Educational Testing Service is an Equal Opportunity/
Affirmative Action Employer.
This material was prepared and produced to assist you in
test preparation. Because Educational Testing Service
continually reviews and updates tests and test-related
materials, it is possible that materials may differ from
information included here.
financed by funds provided by the
District of Columbia, Illinois,
Kentucky, Mississippi, Missouri, and
North Carolina, under the contract in
response to CCSSO RFP 95-217.
Educational Testing Service would
like to acknowledge the financial
support and guidance of the six member
states of the Interstate School Leader
Licensure Consortium (ISLLC) listed
above in the initial assessment development process. ISLLC, which is organized by the Council of Chief State
School Officers, was formed for the
purpose of developing model standards
and assessments for school leaders.
Contents
Welcome to The School Leadership Series .............................. 2
Are You Ready? ......................................................................... 3
A Step-by-Step Guide to Understanding The School Leadership Series
1. What The School Leadership Series Is All About .......... 4
2. Testing Requirements ....................................................... 5
3. Passing Scores ................................................................... 5
4. The ISLLC Standards ...................................................... 5
5. Test-Taking Strategies for These Tests ............................. 6
6. How Test Preparation Can Help You .............................. 7
7. If You Must Repeat a Test ............................................... 7
Test Descriptions and Sample Questions
School Leaders Licensure Assessment ............................... 8
School Superintendent Assessment................................... 31
Official Test Preparation Materials ................................ Inside Back Cover
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Are You
Ready?
About Tests at a Glance
Tests at a Glance for each test are available without charge from ETS to help you
prepare for The School Leadership Series tests. Their main purpose is to familiarize you with the structure and content of the test(s) you will take. You’ll find
information about content categories, question types, and test-taking strategies.
Sample questions are provided for each test, along with answers and explanations.
Read the Step-by-Step Guide found
on pages 4-7; then complete this
checklist to determine if you’re
ready to take your test.
Review Tests at a Glance online
Find The School Leadership Series Web site at
□ Do you know the licensing
requirements for your field
in the state(s)?
www.ets.org/sls
□ Have you followed all of the
test registration procedures?
Your Registration Bulletin is your complete
guide to The School Leadership Series, with
information on:
•
•
•
•
•
•
•
•
•
testing schedule
tests required state-by-state
how to register
test centers
fees
testing policies and procedures
scores and score reports
retesting
nonstandard testing
□ Do you know the topics that
will be covered in each test
you plan to take?
Get your FREE copy at college of
education offices, at university test
centers, at regional offices of education,
or call or write Educational Testing
Service at:
□ Have you reviewed any
textbooks, class notes, and
course readings that relate to
the topics covered?
The School Leadership Series
Educational Testing Service
P.O. Box 6051
Princeton, NJ 08541-6051
□ Do you know how long the
test will take and the number
of questions it contains? Have
you considered how you will
pace your work?
Phone 609-771-7395
Disability Services: 609-771-7780
TTY only: 609-771-7714
□ Are you familiar with the test
directions and the types of
questions for your test?
□ Are you familiar with the
recommended test-taking
strategies?
□ Have you practiced by working
through the sample test
questions at a pace similar to
that of the actual test?
Test Prep
Test preparation can make
all the difference!
INSERT
SLLA STUDY KIT
COVER
For official ETS test preparation
materials for the School Leaders
Licensure Assessment, see the inside
back cover of this booklet.
I.N. 987762
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□ If constructed-response
questions are part of your test,
do you understand the scoring
criteria for these items?
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□ If you are repeating a School
Leadership Series test, have
you analyzed your previous
score report to determine areas
where additional study and test
preparation could be useful?
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3
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A Step-by-Step Guide to
The School Leadership Series
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1
Understand What
The School
Leadership Series
Is All About
Step 2
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Understand
Passing Scores
Step 4
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Understand The
ISLLC Standards
Step 5
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Understand TestTaking Strategies
for These Tests
Step 6
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Understand How
Test Preparation
Can Help You
Step 7
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What is the ISLLC?
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Principals, superintendents, and other
school leaders are entrusted with
overseeing the education of the next
generation. Because their task is so
pivotal, the public demands that they
be held to the highest professional
standards. Legislation and licensing
boards in many states have responded
by establishing licensing programs to
evaluate the relevant knowledge, skills,
and abilities of each potential principal, superintendent, and school leader.
The School Leaders Licensure
Assessment and the School Superintendent Assessment were developed to
provide a thorough, fair, and carefully
validated assessment for states to use as
part of the licensure process for principals, superintendents, and school
leaders. These assessment instruments
reflect the most current research and
professional judgement and experience
of educators across the country, and
they are based on both a national job
analysis study and a set of standards for
school leaders identified by the Interstate School Leaders Licensure Consortium (ISLLC).
Understand
Testing
Requirements
Step 3
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Understand What The School
Leadership Series Is All About
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Step 1
EP
ST
The Interstate School Leaders
Licensure Consortium (ISLLC),
organized by the Council of Chief
State School Officers, was formed for
the purpose of developing model
standards and assessments for school
leaders. ISLLC’s primary constituency
is the state education agencies responsible for administrator licensing. This
includes representatives of state
agencies, departments of education,
and professional standards boards,
with considerable participation by
professional associates.
In addition to raising quality within
the profession, it is the hope of the
Consortium that the development of
model standards will promote action on
two fronts. First, ISLLC member states
believe that the standards will provide
useful information for decision making
within each state on a wide array of
topics, such as program development
and review, licensure, and advanced
certification. Second, Consortium
members expect that the creation of
common standards will promote
collaboration among the states, either
collectively or in smaller groupings,
on topics of mutual interest, such
as reciprocity of licensure and candidate assessment.
If You Must
Repeat a Test in
The School
Leadership Series
4
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You can find a state-by-state listing
of required tests and scores at The
School Leadership Series Web site
(www.ets.org/sls). For detailed information about sending scores, additional
score reports, canceling scores, and
score verification, please consult the
Registration Bulletin.
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Understand
Passing
Scores
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Each state choosing to use either the
School Leaders Licensure Assessment
or the School Superintendent Assessment as part of the requirements for
licensure of principals, superintendents, or other school leaders will
determine a “passing” score that the
state will apply to all test takers who
wish to obtain a license.
To set a passing score, states must
abide by rigorous industry standards to
ensure that the score is appropriate and
fair. The score is set by a panel of
approximately 14 experts — most of
whom are either principals, superintendents, or other school leaders — from
diverse school backgrounds.
The panel reviews numerous examples of test takers’ responses over the
course of two days and works collaboratively to arrive at an appropriate
passing score. The final decision is
informed by the vision of school
leadership embodied in The ISLLC
Standards, as well as an awareness of
the impact selection of various passing
scores will have on the passing rate of
the test taker population. You will
receive your score report approximately
six weeks after your test date, along
with an interpretive booklet that
provides detailed information about
the passing score in your state. If you
have retaken the assessment, your score
report will also list the highest score
you have earned on the assessment.
When you receive your score report,
compare your test scores with the
passing score in the states in which you
might apply for a license.
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Understand
The ISLLC
Standards
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EP
ST
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4
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3
Each state agency that uses the School
Leaders Licensure Assessment and/or
the School Superintendent Assessment
determines its assessment needs for
principals, superintendents, and other
school leaders based on legislated
requirements and/or state policy.
Typically the agency assembles a panel
of principals, superintendents, other
school leaders, and educational administration professors as appropriate to
review the test specifications and make
an initial determination of whether the
assessment is appropriate for meeting
that agency’s goals. The test is then
reviewed and validated for that state.
The states that currently require
the School Leaders Licensure Assessment as part of the state licensure
process are Arkansas, District of
Columbia, Indiana, Kentucky, Maryland, Mississippi, Missouri, North
Carolina, Pennsylvania, Tennessee, and
Virginia. Missouri also requires the
School Superintendent Assessment.
If you are not sure you have the latest
information, check with the Department of Education or educational
licensure board in the state where you
plan to work.
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2
EP
ST
Understand
Testing
Requirements
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EP
ST
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A Step-by-Step Guide
The content of the assessment is based
on the standards developed by ISLLC
and on a national job analysis. The
standards are based on
䡲 a thorough analysis of what is known
about effective educational leadership at the school and district levels
䡲 a comprehensive examination of the
best thinking about the types of
leadership that will be required for
tomorrow’s schools
䡲 syntheses of the thoughtful work
on administrator standards developed
by various national organizations,
professional associations, and reform
commissions
䡲 in-depth discussions of leadership
and administrative standards by
leaders within each of the 24 states
involved in ISLLC
The standards are designed to capture
what is essential about the role of school
leaders — what makes a difference in
whether a school community can provide
experiences that ensure all students
succeed. The standards capture what
research and practitioners have told the
ISLLC representatives are critical components of effective leadership. By focusing
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A Step-by-Step Guide to
The School Leadership Series
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Understand
Test-Taking
Strategies for
These Tests
EP
ST
on the essential aspects of leadership —
defined in relation to student success —
the standards are designed to help
transform the profession of educational
administration and the roles of
school administrators.
The following strategies may be helpful
when taking The School Leadership
Series assessments.
Standard 4
A school administrator is an educational leader who promotes the success
of all students by collaborating with
families and community members,
responding to diverse community
interests and needs, and mobilizing
community resources.
Summary statements for the six ISLLC
Standards are presented below. All test
takers are advised to give special
attention to these standards because
responses to each question in the
assessment will be judged according to
rubrics based on the standards.
Note that each standard starts with
the same phrase: “A school administrator is an educational leader who promotes the success of all students by . . .”
This phrase highlights the Standards’
emphasis on the vision of a school
leader as an educational leader who
strives to promote the success of
all students.
A school administrator is an educational leader who promotes the success
of all students by acting with integrity,
fairness, and in an ethical manner.
A school administrator is an educational leader who promotes the success
of all students by understanding,
responding to, and influencing the
larger political, social, economic, legal,
and cultural context.
Council of Chief State School Officers
Attn: Publications
One Massachusetts Avenue, NW
Suite 700
Washington, DC 20001-1431
Phone: 202-336-7016
A school administrator is an educational
leader who promotes the success of all
students by advocating, nurturing, and
sustaining a school culture and instructional program conducive to student
learning and staff professional growth.
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䡲 Pace your activities. Know the total
amount of time allowed and the
number and types of questions on
the test. Give yourself plenty of time
to read and understand each question. Then plan, write, and review
your answer. Check the time
frequently, and don’t allow
yourself to get thrown off pace
by any question.
Alternatively, you can view the
complete standards on the Internet at
www.ccsso.org.
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䡲 Plan your approach. Read all of the
questions first and evaluate their
relative difficulty. Begin with the
question or questions that are easiest
for you. Questions within each
timed section of the assessment are
worth the same number of points.
Maximize your opportunity to do
well on the test by responding to the
easiest question(s) first and saving
the more difficult question(s) for
later. The questions are not arranged
in order of difficulty.
The full standards are defined by a
combination of knowledge, disposition,
and performance indicators. Copies
of the complete standards can be
ordered from
Standard 2
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䡲 Read the directions carefully. Understand what is being asked of you.
Standard 6
A school administrator is an educational
leader who promotes the success of all
students by facilitating the development, articulation, implementation,
and stewardship of a vision of learning
that is shared and supported by the
school community.
○
䡲 Familiarize yourself with the test
before taking it. Review the test
directions and sample questions in
each Tests at a Glance. Read the
scoring guides to understand the
criteria used by the evaluators who
will rate your responses. Pay special
attention to the description of what
is expected of a response that
receives the highest score on the
rating scale.
Standard 5
Standard 1
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5
tional leader who promotes the success
of all students by ensuring management
of the organization, operations, and
resources for a safe, efficient, and
effective learning environment.
ISLLC Standards Summary
6
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Understand The ISLLC Standard 3
A school administrator is an educaStandards (continued)
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To be well prepared for The School
Leadership Series assessments, you
should know the following:
One key to successful performance on
the test is an understanding of the types
of knowledge and performances identified by the ISLLC Standards for School
Leaders. The assessment and scoring
guides were developed to measure
whether you possess standards-relevant
knowledge and skills. Therefore, your
responses should be guided by a clear
understanding of how the ISLLC
Standards define school leadership.
This knowledge, combined with an
understanding of the assessment and
what is expected of you — that is, the
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EP
ST
䡲 Scoring criteria — Study the scoring
guide for each sample question. The
guides outline the criteria against
which responses are evaluated.
Express your thoughts clearly, and
make sure your response demonstrates a sufficient breadth and depth
of knowledge.
7
If your test score does not meet or
exceed the required qualifying score
in your state, you may retake the test.
Look at the last page of your score report
to determine your areas of strength and
weakness, and plan your next round of
test preparation accordingly.
䡲 Helpful Hints to the Candidate —
䡲 Be succinct in your response.
䡲 Avoid broad generalities as
approaches or solutions to
problems — be specific.
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If You Must
Repeat a Test
in The School
Leadership
Series
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6
IMPORTANT! The sample questions
in this publication are limited in number
and therefore may not fully represent
the range of content and difficulty you
will encounter on the actual assessment.
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Understand
How Test
Preparation
Can Help You
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EP
ST
䡲 Test format — Know how much
time is allowed for each test section.
Determine the total number of
questions in each section, and
calculate the average time allotted to
each. Study the sample test directions and test questions carefully, and
make sure you are familiar with the
recommended test-taking strategies.
○
䡲 Review your responses. Go back and
evaluate your responses for content,
organization, clarity and accuracy.
Be sure that you’ve answered or
attempted to answer all of the
questions in the test.
The following pages contain examples of
assessment exercises, the ISLLC Standards tapped by those exercises, the
official scoring guides used to evaluate
responses to the exercises, and examples
of actual candidate responses with an
explanation of how the responses were
scored. These materials are provided to
familiarize you with the types of questions you will encounter on the assessment, and with the criteria that will be
used to score your responses.
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䡲 ISLLC Standards — You do not
need to memorize the six standards.
Instead, you should read each
standard carefully, and the knowledge, disposition, and performance
indicators associated with each. In
doing so, you should think about
the type of school leader identified
by the standards, and should prepare
to respond to test questions in a
standards-relevant way.
䡲 Writing styles may vary. Bulleted
responses, with appropriate
support as required by the
question, are acceptable, as
well as narrative responses.
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䡲 Answer each question in the space
provided for it. If you write your
response in the wrong place in the
answer booklet, it could be overlooked and not scored.
䡲 It is the quality of the answer with
reference to the ISLLC Standards
being addressed, not the length
or brevity of the response that
counts.
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test content, the types of questions
you will encounter, and the types of
responses you will be asked to offer —
should enhance your confidence in your
ability to demonstrate your knowledge
and skills.
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䡲 Write your response. Use a blue-ink
or black-ink pen. For a short-answer
question, be clear, concise, and
accurate. For an essay question,
answer the question completely.
Your response should display a
cohesive structure, evidence to
support and amplify your general
statements, and appropriate use of
concepts and terminology.
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A Step-by-Step Guide
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School Leaders Licensure Assessment (1010)
Test at a Glance
Name:
Test Code:
Time:
Number of Scored
Responses:
Format:
School Leaders Licensure Assessment
1010
6 hours (total test): four timed sections
25
Constructed Response
Test Modules
Number of Scored Responses
Evaluation of Actions I
10
Evaluation of Actions II
6
Synthesis of Information and Problem Solving
2
Analysis of Information and Decision Making
7
Time in Hours
1
1
2
2
The six-hour assessment is organized into three two-hour modules. The first module is further split into two
one-hour sections. All of the exercises require the test taker to write a response.
Module I: Evaluation of
Actions I and II
(2 hours)
The first module contains two separate
one-hour sections, Evaluation of
Actions I and II. The sections are
timed separately.
Section I:
Evaluation of Actions I
(1 hour)
There are 10 short vignettes in the first
one-hour section. Each describes a
situation a principal might commonly
encounter and be required to respond
to. Each vignette is followed by a
8
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Section II:
focused question that asks what the
principal might do next, what factors
the principal should consider in
responding to the situation, how the
principal might handle the situation
or dilemma presented, or what the
potential consequences of action in the
situation are. The test taker is required
to answer the question with specific
detail and to give a rationale for the
answer when appropriate. This category
includes vignettes that deal with
situations drawn from and distributed
among such content areas as due
process and other legal issues, exceptional needs students, safety, facilities,
budget, discipline, technology,
and scheduling.
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Evaluation of Actions II
(1 hour)
The second one-hour section contains
six longer vignettes. Each presents a
dilemma based on learning and teaching issues. The test taker is asked a
focused analytical question. The
response requires the test taker to
balance competing claims for resources,
prioritize actions, articulate the instructional issues raised by the situation,
explain instructional and curricular
strategies appropriate in responding to
the situation, and discuss the situation’s
instructional implications.
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Module II: Synthesis
of Information and
Problem Solving
The types of documents used in this
module may include:
(2 hours)
䡲 portions of school improvement plans
How Exercises
Are Scored
䡲 assessment data
This module of the assessment consists
of two one-hour case analyses. Each
case is anchored in issues of learning
and teaching.
For each case, test takers are presented with a set of several documents.
Test takers are also given a short
scenario describing a school and its
community. They are required to
examine all documents and select from
these documents relevant information
to answer questions that pose complex
problems and require the test takers to
propose courses of action to address
the problems.
One set of documents is relevant to
an elementary school setting, and the
other is relevant to a middle or high
school setting.
All of the exercises in the School
Leaders Licensure Assessment are
scored by school leaders who have
been carefully trained in the ISLLC
Standards and the content specifications for the assessment. Scorers are
trained to make distinctions among
responses according to scoring rubrics,
or guides, developed for each exercise.
Prior to determining the score for any
test taker, scorers examine, discuss,
and practice scoring many sample
responses, guided by a trainer who is
very familiar with the assessment and
with test takers’ responses.
All exercises are tried out and
pretested responses carefully analyzed
before exercises are used in an operational form of the assessment. The
responses to the pretest questions serve
as the basis for determining the clarity
and soundness of the exercise, as well
as for articulating the preliminary
scoring rubric for the exercise.
The ISLLC Standards detail the
particular values and the vision of
effective practice that will guide and
shape the scoring of these exercises.
Sample candidate responses and the
scoring rubrics used to evaluate them
begin on page 10.
䡲 budget information
䡲 schedules
䡲 resource allocation documents
䡲 staff evaluations
䡲 curriculum information
The types of questions may include:
䡲 What is the important issue in the
data presented in this document?
䡲 What other information would you
need to assess the information
presented in the document?
䡲 Where would you get such
information?
Module III: Analysis
of Information and
Decision Making
䡲 What important patterns do you
observe in the data presented in
the document?
䡲 What steps would you take with
your staff to address the issues
raised by the data presented in
the document?
(2 hours)
In this module, test takers are presented
with seven documents typical of those
encountered by school administrators.
At least six of the seven documents
relate to issues involving learning and
teaching. Using the information in
each document, test takers respond to
two questions about the document.
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A Step-by-Step Guide
䡲 How would you present the information contained in this document to
parents, community organizations,
staff, etc.?
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9
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School Leaders Licensure Assessment (1010)
Module I:
Evaluation of Actions I and II
Score: 2
Evaluation of Actions I
䡲 meeting with the parent and student to discuss
the objections
All 10 exercises in the Evaluation of Actions I section are
scored on a three-point scale, with 2 the highest possible
score and 0 the lowest.
䡲 suggesting some alternative activity for the student
Response specifically cites the civil and/or religious
rights of the parent/student, and includes at least one
of the following:
䡲 examining the content of the concert to determine
its appropriateness for all students
Sample Exercise
Read the vignette below and briefly and specifically answer
the question that follows:
It is early December and the students in an elementary
school are practicing for the annual holiday concert. A
parent phones the school to insist that her child not be
required to sing any of the Christmas songs. The principal
excuses the child from participation in the music practice.
Do you agree with the principal’s action? Give a rationale,
citing factors that are relevant to a principal’s decisions in
such situations.
Score: 1
Response specifically cites one of the following:
䡲 the civil and/or religious rights of the parent/student
䡲 meeting with the parent and student to discuss
the objections
䡲 suggesting some alternative activity for the student
䡲 examining the content of the concert to determine its
appropriateness for all students
Relevant ISLLC Standards
Standards 2, 4, and 5
Score: 0
Scoring Guide
Response is vague, or omits reference to any of the
essential factors.
The following rubric, based on the standards cited,
is used to score all responses to the sample exercise.
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Sample Exercises, Scoring Guides,
and Scored Responses
Sample Responses
Sample Response 3 (Score = 1)
The following are examples of actual responses given by
principal candidates to the sample exercise from Evaluation
of Actions I. The score assigned to each is written above the
response. An italicized explanation of how the score was
derived is included below the response. Two examples are
provided at each score point.
The parent has the legal right to have the child removed
from the activity if the content is objectionable from a
religious point of view. Although I might want the parent
to go ahead and allow the student to be involved, I would
honor the parent’s right to have the student excluded.
Commentary: The response acknowledges the parent’s/student’s
rights, but does not suggest any of the three suggested actions to
deal with the situation fully.
Sample Response 1 (Score = 2)
Yes, I agree with the principal’s actions. First of all, parents
have rights related to religious issues, and since this is a
“holiday” concert, the principal should be sensitive to the
parent’s concerns. I think the principal should also ask the
teachers to examine the program carefully, to be sure it is not
advocating any one religion or that it would not be offensive
to any group of students. Also, perhaps the principal should
suggest some alternative activity for the student so the
student will not feel left out.
Sample Response 4 (Score = 1)
Commentary: The response identifies the parent’s/student’s rights,
suggests an examination of the content of the concert to determine
its appropriateness for all students, and suggests finding an
alternative activity for the student.
Sample Response 5 (Score = 0)
I would allow the student to not participate, but I would
work with the teacher to find another activity for the
student to develop some of the same performance skills that
would be learned by participating in the concert.
Commentary: The response does suggest an alternative activity
for the student, but does not identify the parent’s/student’s rights.
The principal did not do the right thing. The concert is an
official part of the school curriculum, and if the principal
begins making exceptions for one parent, the principal
will have to make exceptions for every parent who wants
something, and then the school will no longer have a
standard curriculum.
Sample Response 2 (Score = 2)
Before removing the child from the school activity, I would
discuss with the parent the scope and purpose of the concert.
In these days, very few concerts have “religious” songs in
them in public schools. I would explain the cultural intent of
the concert, and the need the children have to be part of
such school activities. However, if the parent still wants the
student excluded, I would excuse the child, because parents
do have legal rights.
Commentary: The response omits reference to any of the
essential factors — the parent’s/student’s rights, a meeting with
the parent and student, the suggestion of an alternative activity,
or a review of the content of the concert. The response violates
the general sense of the ISLLC Standards, in that it is not
sensitive to the parents and student and does not suggest a
problem-solving approach.
Commentary: The response acknowledges the parent’s/student’s
rights, and recommends a meeting with the parent to discuss the
objections. While the response suggests trying to convince the
parent, it is respectful of the parent’s point of view and legal rights.
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School Leaders Licensure Assessment (1010)
Sample Response 6 (Score = 0)
Score: 2
The principal did the right thing. The principal has to rely
on the public, and especially the parents, for support for the
school. If the principal does not go along with this parent,
the parent may turn against the principal and the school,
and may even get other parents to do the same thing. So,
for political reasons, this is the right thing to do.
The response is concerned primarily with what is in the best
interest of this particular student. In addition, the response
cites any two of the following:
Commentary: The response omits reference to any of the
essential factors — the parent’s/student’s rights, a meeting with
the parent and student, the suggestion of an alternative activity,
or a review of the content of the concert.
䡲 conferencing with the student to help the student
confront and begin to solve the problem
Evaluation of Actions II
䡲 generating a plan of action that will provide support to
the student
䡲 conferencing with the parent who may have essential
information about the student
䡲 involving other appropriate staff members to address
possible causes/reasons for failure
All six exercises in the Evaluation of Actions II section are
scored on a three-point scale, with 2 the highest possible
score and 0 the lowest.
䡲 working toward parent/student cooperation with the
school, and their acceptance of responsibility for achieving passing grades in all other courses
Sample Exercise
Read the vignette below and specifically respond to the
prompt that follows.
In March a high school senior presents a letter from his
mother requesting, contrary to school policy, that he be
allowed to drop physics, because he is failing the class. He is
also failing several other classes, but he does not need to pass
physics to graduate. The principal consults with the teachers
and with the student’s counselor. They all concur that the
student could be passing all his courses, including physics, if
he worked harder. However, the principal, persuaded by the
parent’s argument that the stress of physics is adversely
affecting her son, authorizes the student to drop the course.
Evaluate the principal’s action from the point of view of
learning and teaching.
Score: 1
Relevant ISLLC Standards
䡲 working toward parent/student cooperation with the
school, and their acceptance of responsibility for achieving passing grades in all other courses
The response is supportive of what is in the best interest of
this particular student, citing any one of the following:
䡲 conferencing with the parent who may have essential
information about the student
䡲 conferencing with the student to help the student
confront and begin to solve the problem
䡲 involving other appropriate staff members to address
possible causes/reasons for failure
䡲 generating a plan of action that will provide support to
the student
Standards 2, 4, and 5
Scoring Guide
Score: 0
The following rubric, based on the standards cited, is used to
score all responses to the sample exercise:
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Response is vague, or omits reference to any of the
essential factors.
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Sample Exercises, Scoring Guides,
and Scored Responses
Sample Responses
Sample Response 2 (Score = 2)
The following are examples of actual responses given by
principal candidates to the sample exercise from Evaluation
of Actions II. The score assigned to each is written above
the response. An italicized explanation of how the score was
derived is included below the response. Two examples are
provided at each score point.
The principal’s action is acceptable because the parent is the
child’s “first teacher.” Without parent support, the school
can do little to motivate a 17/18 year old who has decided
not to work as hard as necessary. The principal might want
to talk more with the parent to help determine a plan that
will help the student graduate and feel good about himself.
The student should be clearly reminded that parent and
school have high expectations for achievement in the
remaining courses, given the removal of the stress as articulated by the mother. The counselor should be directed to
carefully monitor the student’s progress via a progress report
from each remaining teacher weekly. The pupil’s increased
achievement should be appropriately reinforced so that he
will leave the high school experience on a positive note.
Success at the end of high school will have a positive effect
for future learning opportunities.
Sample Response 1 (Score = 2)
I would concur with the principal’s decision as being in the
child’s best interests. However, I would want to set up an
action plan with the student, parents, teachers and counselor regarding his approach to school. Since he has the ability
to pass, why isn’t he? I would want to investigate this with
all concerned, in order to help the student think about
himself as a learner. I would replace the physics period with
an assigned study hall monitored by one of his teachers or
the counselor. The student would be responsible for gathering all the work he needs to complete to pass his other
classes and work on these materials during the study hall. A
teacher or counselor will assist the student in planning out
this work and methodically completing it. The student would
need to complete all of the other class requirements and raise
his grades to passing levels in order to graduate. I would work
with the student and the parent to work out a contract to this
effect as part of the agreement that he will drop physics.
I would also want the counselor to work with the student
on his mental attitude. There could be many reasons why he
is doing so poorly, and these should be addressed. The parent
might also want to hire a tutor in any area that is giving the
student specific trouble. Student attendance would also need
to be regular and punctual.
Commentary: The response is clearly based on consideration
of what is in the student’s best interest. The response discusses
involving the parent in arriving at a positive solution, and
involves counselors and teachers in monitoring progress
toward graduation.
Sample Response 3 (Score = 1)
The principal’s action of letting the student “bail out” is
acceptable. However, the principal should make a plan so
that the student can graduate. This plan would in some way
make sure that the student will improve his performance in
the remaining classes. Or, the principal might suggest an
alternate way for the student to get credit for physics —
perhaps an independent project approach with a pass/fail
grade. A compromise might be struck to insure a win/win
rather than a win/lose or a lose/lose approach.
Commentary: The response clearly presents a plan that is in the
best interest of the student, that involves the parent and the
student in facing and solving the problem, and that involves
appropriate staff members in analyzing and solving the problem.
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Commentary: The response suggests a plan that is in the best
interest of the student. However, the response is limited in that
it does not suggest involving the parent and teachers or counselors
to get more information, and does not address the need for the
parent and student to accept responsibility.
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School Leaders Licensure Assessment (1010)
Sample Response 4 (Score = 1)
Commentary: The response does not reflect the ISLLC Standards
cited, and fails to suggest a supportive approach to the problem.
The response does not suggest a plan to help the student, does not
involve parents or faculty in addressing the problem, and does not
work toward parent and student cooperation with the school.
I disagree with the principal’s action in allowing the student
to drop the course contrary to school policy. In the original
request the parent did not indicate that stress was the
problem. The principal was fair to listen to the parent and
consider her request for an exception to policy. But to make
a decision at that point was premature. He should talk more
with the parent, get more specific information about the
nature of the “stress,” before he makes a decision.
Module II:
Synthesis of Information and
Problem Solving
Commentary: The response suggests a plan that is presented as
being in the best interest of the student and does suggest meeting
with the parent to get more information. However, the response
is limited in that it does not suggest involving teachers or counselors to get more information, does not suggest an alternate plan,
and does not address the need for the parent and student to
accept responsibility.
Both exercises (cases) in the Synthesis of Information and
Problem Solving section are scored on a four-point scale,
with 3 the highest possible score and 0 the lowest. The
responses to the four questions within each case are treated
as a single response for scoring purposes, so only one score is
assigned to each case.
Sample Response 5 (Score = 0)
The policy is in place and should be adhered to, especially
since this student’s failing grade is not a matter of inability
but a matter of not attending to the task at hand. The
student should be held to the rules, the same as all students.
When a principal starts to bend (or break) the rules, then
everyone else will expect the same thing.
Sample Exercise
In this section of the assessment, you will use the scenario
and the school improvement goals presented and the
documents provided on the following pages as the basis for
answering the questions.
Commentary: The response does not present a plan that appears
based on what is in the student’s best interest, nor does the
response suggest any further involvement of the parent or of
teachers and counselors. There is no suggestion of working toward
parent and student cooperation and acceptance of responsibility.
Scenario
You are the newly assigned principal of James Madison
School, an elementary school that enjoys an excellent
reputation in the area, with enriched programs in all grades
and a high level of parent participation. The district has
embarked on a major initiative in cooperative learning. By
and large, the community has been quite supportive. In
recent years, the school has experienced rapid growth as a
result of extensive real estate development in the area. One
change evident in the past five years is that a much smaller
proportion of the student population now participates in
lessons, classes, sports activities, and other educational and
personal opportunities outside the scope of public school.
Sample Response 6 (Score = 0)
The principal’s action is wrong. The student has the ability
to pass not only physics but his other classes. Much more is
learned in high school than the academics. Students must
learn that there are consequences for their actions. Failure
to apply yourself in your senior year can result in failure of
courses. If this student is allowed to graduate, the lesson he
will learn is that he doesn’t have to accept the consequences
for his actions.
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Sample Exercises, Scoring Guides,
and Scored Responses
School Improvement Goals
Questions
䡲 To improve implementation of cooperative learning in
all classrooms
Read all of the documents presented in this section and
consider the scenario and school improvement goals given
above. Address each of the following questions:
䡲 To improve achievement levels of all students in basic
skills in the core areas: reading, writing, mathematics
1. Based on your understanding of learning and teaching and
larger educational issues, how would you characterize the
broader challenges faced by this school?
Documents
䡲 School fact sheet
2. Briefly describe the specific actions you would take to implement the given school improvement plan within the school.
䡲 Achievement data for the current year and the three
previous years combined
3. Evaluate the given school improvement plan in terms of
its strengths and weaknesses. Cite specific evidence for
your judgments.
䡲 Excerpts from a school improvement plan (completed by
the previous principal)
4. Outline the strategies you would implement to elicit the
community’s support of the school improvement plan.
䡲 A letter from a parent to the principal
School Fact Sheet
1. James Madison School is one of five elementary schools in Cherry Springs School District.
The school’s population has been increasing over the past five years. There are still three classes
per grade level, with an average of 26 students in each class as compared to 21 students per class
five years ago.
2. The number of students who are enrolled in basic skills (developmental) classes (selected by
scores on district assessments) has increased dramatically over the past five years, from about
4 students in each grade level to about 20 students in each grade.
3. The school has an active parent organization. Among other things, the parent organization
has conducted a successful fund-raising campaign and donated the profits to the school’s
computer program.
4. Some of the leaders of the parent organization have made a point of requesting certain teachers
for their children. While this is theoretically counter to district policy, most of the requests have
been honored.
5. A subsidized housing project has brought many children of low-income families into the school
for the first time.
6. The school’s budget for professional development for the year is $1,500.
7. There are two one-half days available for school-based staff development during the year.
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School Leaders Licensure Assessment (1010)
Cherry Springs School District
District
Grade 3 Reading Test Data
Number of
Students
Percent Meeting
Standard
Percent Slightly
Below Standard
Percent Far
Below Standard
James Madison Elementary School
Grade 3 Reading Test Data
Last
Year
Mean of Three
Previous Years
Combined
445
335
71%
68%
23%
28%
6%
4%
Number of
Students
Percent Meeting
Standard
Percent Slightly
Below Standard
Percent Far
Below Standard
Last
Year
Mean of Three
Previous Years
Combined
75
68
73%
87%
19%
11%
8%
2%
SCHOOL IMPROVEMENT PLAN (completed by previous principal)
School: James Madison
School Year:
Goal #1: To improve implementation of cooperative learning in
all classrooms
Date to be
Responsibility
Completed
Cost
Evaluation
Activity
1.1 Purchase books on cooperative learning
for the school’s professional library.
Principal
October
$75
Purchase Orders
1.2 Arrange for workshop on cooperative
learning for fall staff development day.
Principal
November
$500
Workshop
evaluations
1.3 Grade level teams meet to enhance plans
for cooperative learning in classrooms.
Team leaders
December
None
Team meeting
minutes
Principal
March
None
Committee
meeting minutes
1.4 Report card committee determines how to handle
cooperative learning activities in grading.
School: James Madison
Activity
Purchase materials for student
test preparation.
Demonstrate test preparation materials
at faculty meeting.
Implement student test prep program.
Analyze reading and mathematics books
for alignment with test items.
Identify supplemental materials to teach
identified skills.
Purchase necessary supplemental materials.
Provide in-service to entire faculty on use
of supplemental materials.
2.1
2.2
2.3
2.4
2.5
2.6
2.7
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Goal #2: To improve achievement levels of all students in basic skills
in the core areas: reading, writing, mathematics
Date to be
Responsibility
Completed
Cost
Evaluation
School Year:
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Principal
September
$150
Principal
Teachers
October
June
None
None
Team leaders
November
None
Team leaders
Principal
December
January
None
$500
Team leaders
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Purchase Orders
Faculty meeting
minutes
Test scores
Notes from
analysis
Identified
materials
Purchase orders
Agenda from Staff
Development Day
None
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Sample Exercises, Scoring Guides,
and Scored Responses
123 Willow Street
Cherry Springs
Dear (name withheld),
We have been residents of Cherry Springs for the past 15 years, and have been very pleased
with the education our children have received in the public schools. Our youngest daughter
has been part of the “Challenge Program” at James Madison and has enjoyed the additional
enrichment provided by that program. On Tuesdays and Thursdays, when she goes to her
Challenge class, she comes home bubbling about the things they have done.
However, it now appears that the district has succumbed to one of the latest fads in education, with no regard for its educational merit or the consequences of its use. This year’s fad is
something called “cooperative learning,” which appears to us to undo many of the benefits
our daughter derives from her Challenge class. In her regular class, our daughter has been
placed in a “cooperative” group with four other students. As far as we can tell, there is
nothing cooperative about it. Our daughter appears to do all the work for the group, and
then they all receive the same grade. The grades are high because our daughter sees to it
that the work is well done; if she were to subject herself to the fortunes of the group, her
grades would suffer, and she would lose her high standing in the school.
We urge that the school re-examine its commitment to “cooperative learning,” and allow
some students the option of working on their own. There is no reason to make some students “cooperate” with other students with whom they have little in common and for whom
they do the lion’s share of the work.
Sincerely,
(name withheld), parent
(name withheld), parent
cc: Superintendent of Schools
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School Leaders Licensure Assessment (1010)
Relevant ISLLC Standards
the importance of community education and involvement.
Responses may be unbalanced, with some sections stronger
than others in identifying and addressing the needs of
students and their learning.
Standards 1, 2, 3, 4, 5, and 6
Scoring Guide
Score: 1
The following rubric, based on the standards cited, is used to
score all responses to the sample exercise.
Responses are general and skeletal, although one question
may have a specific answer. Responses fail to consider some
critical elements presented in the stimulus materials or the
prompt. Responses may hint at an understanding of the
significance of a changing student population and of declining test scores, strategies for student success, and/or the need
to elicit parent and community support. Responses may
indicate some misreading of the stimulus materials and/or a
misunderstanding of the prompt, or may repeat information
from the stimulus materials without interpretation. Evaluation and implementation of the school improvement plan
may present a partial understanding of the issues and
challenges and of the dynamics of change, may suggest
actions and strategies that are inadequate in addressing
the needs and challenges identified, and may show little
understanding of the effects of decisions on all stakeholders.
Responses show little awareness of the importance of
community education and involvement. Overall, responses
demonstrate limited understanding of the problems and
solutions in terms of students and their learning.
Score: 3
Responses to at least three of the four questions are detailed,
specific and convincing. Responses address the implications
of a growing, more diverse community and student population and of declining test scores, effective strategies for
student success, and the need to elicit parent and community support. There is synthesis and interpretive use of the
stimulus materials, rather than mere repetition of the
information. The evaluation and implementation of the
school improvement plan is connected to the issues and
challenges identified, shows insight into the dynamics of
change, the development of instructional strategies to
address the varied needs of the changing student population,
and the effects of decisions on all of the stakeholders. The
response is characterized by a recognition of the importance
of community education and involvement. The answers to
the questions form a coherent whole with consistent focus
on students and their learning.
Score: 0
Score: 2
Responses fail to address basic components of the prompt.
Responses offer no sound and convincing basis for inferring
anything positive about the candidate’s understanding of and
knowledge about the challenges or issues raised. Responses
may indicate a fundamental misreading of the stimulus
materials and the prompt. Evaluation and implementation of
the improvement plan may omit identification of strengths
and weakness, may merely repeat actions presented in the
stimulus materials, or may suggest strategies that are unconnected to the needs. Responses may identify a different
problem from any posed by the stimulus materials and the
prompt, may be vague or very general, may apply to any
school decision-making process, or may be unconnected to
consideration of the problems and solutions in terms of
students and their learning.
Responses to at least two of the four questions are specific
and clear. Responses demonstrate some knowledge of the
effects of a growing, more diverse community and student
population and of declining test scores, strategies for student
success, and the need to elicit parent and community
support. Responses demonstrate a more limited grasp of the
information presented in the stimulus materials than in a
3-level response. The evaluation and implementation of
the school improvement plan is only generally connected
to the issues and challenges identified, shows some awareness of the dynamics of change, includes some actions or
strategies that may not be consistent with the challenges,
and shows limited awareness of the effects of decisions on
all of the stakeholders. Responses show some awareness of
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Sample Exercises, Scoring Guides,
and Scored Responses
Sample Responses
until November for in-service. Do the 1 day in early
October — begin grade-level meetings immediately after.
Select 1 or 2 definitive books on the subject and purchase
1 for each teacher — utilize grade-level teams as strategy
groups and discussion groups for the research. Have teachers
develop cooperative teams and run them past colleagues at
grade level.
I would also provide 2 or 3 parent meetings on cooperative learning to explain the strategy and to practice it. If
parent’s letter is correct, cooperative learning is not being
done correctly.
With regard to Basic Skills (Goal 2): I don’t agree with
test prep programs. I would focus more attention on upgrading the classroom instruction. Perhaps the classroom computers (if there are any) could be used for drill and practice.
I would also purchase software for this purpose so students
are getting reinforcement in the regular classes as well as in
basic skills. I would look at basic skills class size and meeting
times — do I need more staff? Parent volunteers could also
be used to work with flexible groups of students in classrooms to improve skills. My focus would be on strengthening
class instruction and supporting basic skills.
The following are examples of actual responses given by
principal candidates to the sample exercise from Synthesis
of Information and Problem Solving. The score assigned to
each is written above the response. An italicized explanation
of how the score was derived is included below the response.
Two examples are provided at each score point.
Sample Response 1 (Score = 3)
Question 1
James Madison is faced with increasingly higher enrollments
at all grade levels. In addition, a sizable segment of the new
population is from a different socioeconomic class.
With regard to class size: the district and school may
need to look at additional classroom space before class size
becomes an overwhelming issue (it’s already on its way).
The school may need to have a construction project or the
district may have to reevaluate school boundaries.
The different socioeconomic group will need to be
assimilated into the school population. The school climate/
culture may need to change and adapt in order to prevent
possible conflict between groups. Actually, cooperative
learning as a school goal is an excellent strategy for including various groups.
The lack of involvement in social, academic, and cultural
activities also implies that there is a lessening in community
spirit and the school is seen as strictly an academic institution without a life.
Student achievement as determined by standardized tests
is on the decline. Although the school is still ahead of the
district, the spring ’96 scores vs. the mean scores indicate
there has been a fairly dramatic increase in the lower 50% of
the scoring range.
Question 3
The school improvement plan with regard to cooperative
learning needs to be ongoing and grade-level team meetings
could be used for this purpose. I wouldn’t worry about
grading students on cooperative work or revamping a report
card for this purpose. It detracts from the goal. The gradelevel teams can develop ways to use cooperative learning as
“bonus points.” For an initial step into cooperative learning,
grading should still rest mainly on individual accountability.
Group grades are the “nemesis” of cooperative learning.
Cooperative learning will help develop a positive school
climate, include new students, raise achievement levels.
Perhaps it will bolster the desire to join clubs and teams.
Basic skills — remove test prep program portion —
concentrate on improving classroom instruction — look
at class size. Teaching faculty how to use supplemental
materials in March is too late. Identify materials in fall and
purchase them, then move the 2nd staff development day
up to November. Staff development at the end of the year
is not productive.
Question 2
Since cooperative learning is Goal 1, I would put a more
intensive effort into training teachers. In addition to a oneday in-service on cooperative learning, I would provide
ongoing training — at least once or twice a month (use
more staff development money here). I wouldn’t wait until
December to get grade-level teams together nor would I wait
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School Leaders Licensure Assessment (1010)
Sample Response 2 (Score = 3)
It is important that the school look at Basic Skills because
of the 3-year trend shown in the reading tests and the
increased numbers in basic skills. You can’t assume that
“low-income families” are the reason for scores going down.
This may be part of it, but there may be other problems —
class size, lack of school spirit — losing a sense of community and togetherness.
The broad based issues the school must resolve are in the
areas of communication and public relations, changing
student population, increased class size, declines in
student achievement, community and parent involvement,
curriculum and instruction, budget, staff development and
strategic planning.
There is a need for communication and P.R. Cooperative
learning is a sound strategy instructionally. However, this
must be communicated to the public and the principal’s role
is to share this information with the stakeholders. Whenever
there is a letter writing campaign, this issue as a public
relations concern must be addressed. Communication
avenues must be fully open, for example advisory boards,
newsletters, coffee meetings, etc., or a domino effect will
likely occur. The principal should share with the parents the
increased opportunities that are available to students in
cooperative programs.
Curriculum and instruction should be reviewed and
addressed through increased staff development funds and
additional released time. The allotted dollars for staff
development are too scant to be truly useful and not all the
allocated staff development funds are used. Vanguard events
and practices are excluded from the bare bones budget which
is cannibalized by the School Improvement Plan. Based
upon increased student enrollment and the changing nature
of the students, the budget should be realigned as should the
class size/student: teacher ratios. Although the percent of
the students meeting the standard exceeds district levels, the
percents below standard and far below standard are below
district level expectations. Although the School Fact Sheet
does not state that the real estate development in the area
includes multi-family units (only subsidized housing
projects), the decline in test scores might point to this, or to
mobility rate factors. In addition, the increase in students
who are receiving instruction in basic skills presents a
budgetary tension since there are still only three classes per
level with no increase in sight for the past five years. There
is a need to address the changing student population in the
school in a broad way, in terms of what it means for instruction so that students can achieve academically and in terms
of the kinds of activities the school might provide.
Budgetary constraints appear to be strangling the instructional and curricular issues faced by the school, which by all
indications will continue to result in a decline in standardized test scores. Staff development dollars are minimal, and
Question 4
1. Set up 2-3 evening meetings to explain and demonstrate
cooperative learning to parents.
2. Distribute cooperative learning research to parents.
3. Provide book lists as well as a parent library for cooperative learning books.
4. Let parents know that fund-raising done for computers
will be used to enhance basic skills.
5. Have computer teacher hold a workshop to demonstrate
new software.
6. Invite parents to volunteer time to work with small
groups of children in classrooms.
7. Set up some activities with PTA to include new families
in school community.
8. Set up a parent-student reading program to enhance
reading skills. (There are many around — one is “Book
It” — parents and students read together —
a goal is set and when achieved students earn pizza.)
Commentary: The responses to the questions are detailed,
specific, and convincing. The responses interpret the stimulus
materials, and address the implications of a growing, more diverse
community and student population. Both the evaluation and the
implementation of the school improvement plan show insight into
how effective change occurs; the evaluation includes specific areas
of concern and the implementation includes stakeholders, and
provides detailed, appropriate strategies to address student needs.
The response to Question 4 provides a comprehensive plan for
community education and involvement. Overall, the answers to
the four questions form a coherent whole with a consistent focus
on students and their learning.
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Sample Exercises, Scoring Guides,
and Scored Responses
time for training and upgrading skills is minimal and needs
to be increased as well as adding additional classes to
decrease class size. The public at large also needs to be
educated. Although the PTA is an effective arm of the
school, there needs to be budgetary line items allotted to
parent training.
To implement the school improvement plan, there could
be a committee formed to collaborate and rearrange the
sequence of activities. For example, for Goal 1, the committee should determine the grading standards before the
program is implemented and share these standards with the
constituents. The principal should facilitate this activity and
guide the committee. Concurrent with this, the materials for
reference should be decided upon by the committee. Prior to
the beginning of the year, the training should occur so that
the expectancies are developed and are concurrent with
curriculum standards. The evaluation of the cooperative
learning workshop should not be based on whether the staff
liked the in-service but rather on achievement of students in
collaborative learning after new instruction.
Goal 2 needs reconsideration by the teachers, to place
more emphasis on instruction and less emphasis on test
preparation. Along with this reconsideration would come
revised activities and budget. Additionally, Goal 2 should
also have a realignment of timelines and should be tackled
by a committee. The sequence should follow the same
procedure as above with the training and in-service prior to
the beginning of school. The committee should first of all
review the statistics, last year’s results — norm vs. criterionreferenced tests — and analyze this information, then
develop and refine the plan, train, purchase and then
implement and regroup and reevaluate. The sequence is not
consistent with the instructional cadence of the school year.
In addition, although the principal is ultimately the person
where the buck stops as far as the purchase order, it is the
teachers who will use the materials and therefore they
should collaborate on the selection of all the items, both
for revised instruction and, if it’s still going to happen, for
test preparation.
The goals for the school improvement plan are acceptable, but the activities and the timelines need to go back to
the drawing board and should involve all stakeholders in the
educational process (including the author of the letter). The
new plan should rethink how to improve student achievement and include more activities to address instruction and
fewer to address test-taking.
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School improvement is only a paper process unless
everyone who is responsible for the children is a participant
in the process, not merely an observer.
Commentary: The responses to three of the four questions are
detailed, specific, and convincing. Question 4 is not addressed
specifically, although an approach is implied in responses to other
questions. The analysis of the broader challenges facing the school
is clear, detailed, and convincing. Information from the documents has been used to provide specifics about the broader
challenges. The evaluation and implementation of the school
improvement plan shows understanding of logical sequences, and
the need to reevaluate activities in view of teaching and learning.
Suggestions for revised timelines and revised activities are specific
and appropriate. Taken together, the responses to Questions 1, 2,
and 3 are detailed, specific, and convincing.
Sample Response 3 (Score = 2)
Question 1
Given the change in the complexion, socioeconomic, and
presumed racial and ethnic makeup of the district, there is a
need to address the differences and multi-cultural aspect of
the school. Stress differences in background, initiate cultural
fairs, “Proud to Be Me,” Affirmations Week, Lunch with
Principal, and peer leadership and mediation groups at all
grade levels. Utilize cultural diversity issues and needs to
look at alternative methods of instruction and project-based
as well as alternative assessment along with differing learning styles and approaches. With changes in population
comes a need to adopt and utilize substitutes within the
school day to allow for time for teachers at grade level and
different grade levels to meet and adjust curriculum, expectations, specialized techniques and focus. This saves on
professional development budget. However, a focus based on
School Level plans should be established by the principal to
provide a base for teachers to work from. Perhaps visitations
to schools that have faced or are facing similar concerns by
team leaders that you have established would be beneficial
again saving on specific funding.
As always, it is essential to set focus and utilize personnel
as advantageously as possible to effect change, learn from
others, and have partnerships in the schools focused on and
planning delineated.
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School Leaders Licensure Assessment (1010)
Question 2
Report card committee can work on alternative assessment
and how to report to parents. Project-oriented approach that
will draw on strengths of each student in group and stress
their learning style.
The second goal or plan has strengths noted in the test
preparation program, analysis of data, identification of
needed supplemental materials and purchase of materials
that are necessary and in-service components.
Weaknesses seem to be in the area of expectations —
too much too soon. A two-year plan stressing needs and
possible program options such as Reading Rescue, or
Reading Recovery at first-grade level might be beneficial.
Review data and discuss three-year longitudinal study —
some significant areas need to be reviewed, such as %
meeting standard as compared to three-year continuum.
Review curriculum, utilize at least one in-service staff
development day to review where we need to place emphasis. Implement within the five-year plan the needs in reading
and writing separate from mathematics except in the area
of word problems. Review test data, make mini-plan for
improvement. Need teacher input and ideas through grade
level meetings.
To implement the school level plans it is necessary to
include representation from the Board of Education, PTA,
community and staff in the specific elements of the plans.
Glean from the staff and other groups mentioned a mission
statement of needs and actions that will give “teeth” to the
activities mentioned in the plan.
The plan seems too broad and may require several years
to complete successfully. Perhaps the first year of the cooperative learning plan should include a training and piloting
component with evaluative criteria including student,
faculty, parent, and community input. Check with local
colleges, ERIC, other districts and national/state organizations regarding various cooperative learning strategies
and programs. Determine the right focus and debate the
merits of cooperative learning possibilities before attacking
the problem.
The Second Plan is all encompassing and may need to
be discussed and approached separately in some regards.
Curriculum realignment must be measured on a needs basis
(needs assessment). What changes must be made and where
must our focus start and where do we want to be at the end
of the time period? What specific changes have to be made
based on research, staff, parent and community input?
Question 4
Strategies for Eliciting Community Support
A. Meet with PTA, Educational Council, Board
Members, Community Representatives.
Question 3
As I mentioned in Question 2, we have to focus on elements
of cooperative learning, what strengths have we in the
district to help us reach our goal of outstanding student
cooperation through the Cooperative Learning program.
The strengths of the cooperative learning plan are it has
elements of research, professional development, grade level
input and alternative assessment. Weaknesses appear to be
that it will not necessarily be accomplished in one year. First
must establish focus (what cooperative learning model?).
What specific workshops do we need? Staff personnel development must take precedent in first year. Make sure that
they understand where we are going, what we want, how do
we evaluate, what subject areas are we focusing on in the
cooperative learning continuum? Do we pilot? Evaluation?
Second year focus on classroom implementation and can
evaluate through observation by supervisor. Student input
and changes in their interaction with one another. It is
necessary to vary groups and pick subject areas to stress.
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1.) Discuss plans
a) Gather input
b) Discuss concerns/what is Cooperative
Learning?
c) Explain current trends in education
re: Cooperative learning
2.) Discuss benefits educationally/socially
B. Elicit cooperation and volunteers
1.) Parent volunteers to establish helpers for
cooperative learning
2.) Discuss learning styles and alternative
assessments and how they can help
C. Discuss Plan 2
1.) Reading helpers/writing group facilitators
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Sample Exercises, Scoring Guides,
and Scored Responses
D. Discuss test results
1.) Develop specific plans to supplement/improve
and plans to help
E. Involve all members of community in planning
1.) Special effort made to elicit help from parents/
people in new housing development
a) Mentor/home and peer (older to
younger) helpers
2.) Senior citizen population — mentors/
readers/volunteers
based on their enthusiasm and interest in cooperative
learning. They should, at the very start of the school year —
if not prior to it, become trained in cooperative learning so
they can function as facilitators after the entire staff is
trained in November. Support groups must be established
and those who attend voluntarily must be compensated or
acknowledged in some way. Purchasing books to support the
effort is valuable, but not nearly as valuable as teachers
sharing, supporting and demonstrating for each other.
Providing released time for the grade level meeting would
also be beneficial.
Testing materials and supplemental materials to support
identified weaknesses is part of the solution to this problem,
but will not in and of itself correct the problem. If the
district will provide additional staff, then an increase of time
on task in both reading and math should impact positively.
Also, the in-servicing in cooperative learning and the
subsequent support meeting and grade level meeting should
focus on providing cooperative strategies and plans which
hold each member of the group accountable in reading and
math. Good planning will challenge the better students, but
stimulate and motivate the remedial students. So even
without an increase in staff, a change in approach will train
teachers in effective cooperative learning techniques and
should be helpful. Additional time on reading and math
through scheduling change may need to take place.
In both cases, Goal 1 and 2, the time line for implementation is moving too slowly. The greatest investment in time
must take place in the beginning of the year so another year
of declining scores doesn’t become reality.
Community support may be engendered in a variety of
ways, including positive and informative newsletters and
information forums. A faculty who has received valuable
support will be your best ally. Additionally, committees
including community volunteers should be enlisted and sent
to successful school districts where cooperative learning is
working well.
Community members may also be asked to volunteer as
tutors for basic skills students; even a school-wide buddy
system could be implemented.
Certainly, the parents deserve an explanation of correctly
implemented cooperative learning. A conference with
teacher and principal should facilitate this.
Commentary: Responses to Questions 2 and 3, taken together,
and to Question 4 are specific and clear, although they are not as
convincing as responses at the “3” level. The discussion of the
broader challenges facing the school is limited to changing demographics, without mention of declining test scores or the effects of
decreased student activities. The discussion of the professional
development plan notes specific strengths and weaknesses, and
presents specific plans to address weaknesses, although the
implementation of Goal 2 focuses on test preparation without
mention of addressing instructional change. The response to
Question 4 is detailed and comprehensive. Taken together, the
responses present an imbalance, with some areas stronger than
others, but overall present strong and specific responses to at least
two of the questions.
Sample Response 4 (Score = 2)
The broader areas which will prove to be challenging to
James Madison School include a rapid increase in enrollment of poorly prepared students who are impacting negatively on published test scores as well as other teaching
strategies such as cooperative learning.
If the district would redistrict, this could be a solution as
James Madison’s scores reflect 14% fewer students meeting
the test standard as opposed to an increase of 3% meeting
the standard district wide. The negative impact is reflected
in the other statistics as well. If redistricting is not an option,
then additional resources (staffing and funding) must be
made available.
The given school plan addresses the goal, but the time
line is wrong and the impact of a single day of in-servicing
will be weak. A “pilot” team of teachers has to be selected
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School Leaders Licensure Assessment (1010)
Commentary: Responses to at least two of the four questions are
specific and clear, demonstrating some knowledge of the effects of
a changing population, strategies for student success in learning,
and eliciting parent/community involvement. The response to
Question 1 identifies increased enrollment and “poorly prepared”
students, as well as decreased test scores, as problems, but offers
“redistricting” as a solution to the problem. The responses to
Questions 2 and 3 taken together are specific, identifying problems with the timeline, weaknesses of one-day staff development
offerings, and limitations of test preparation. Discussion of
implementation of the proposed plan is limited to the suggestion of
beginning with a pilot but discusses the benefits of teachers sharing
and supporting each other. The response to Question 4 is specific
and comprehensive. Throughout, responses are weakened by
suggestions for solutions that are outside the principal’s control,
specifically the suggestions to redistrict and to increase the staff.
encouraging each staff member to take the risk and be
supported. It is also valuable to share experiences that
didn’t work to see if there is a better way of implementing
the lesson.
I would approach Goal 2 differently than the outline
presented by the previous principal. Without badmouthing the individual, I would stress the need to see if
our curriculum and texts meet the core content standards
first. I would then evaluate standardized tests to see which
one would best reflect what we were looking for in a
standardized test.
3. Under Goal 1, I would offer continued support throughout the year, not just in December. One does not just
implement a goal so easily. In addition, the grading would
be explained in October and November and reinforced
through the year.
Goal 2 was a strong goal to be desired but I am not in
agreement how the school was going to set out to achieve
it. In their outline, the test was going to set the standards
for curriculum and texts. I feel the curriculum needs to be
designed, materials purchased to support curriculum and
then give the assessment.
Sample Response 5 (Score = 1)
1. The school community is changing. From surveys taken
in the community, there is a decline of student involvement in activities outside of the school. Therefore, our
students are experiencing less exposure to activities that
could broaden their life experiences. Consequently, the
district evaluated its resources (including students) and
feels a cooperative approach would complement the
change that has taken place in the community. Research
shows that children are more apt to garner more from
each other rather than the top down effect of teacher
to student.
4. Parent education is needed in the area of cooperative
learning. Some school functions that could be used
would be family math or science night, PTA meetings
and open house.
Commentary: Overall, responses are vague and skeletal.
Responses often summarize or paraphrase information presented
in the documents. The response to question 1 restates facts from
the School Fact Sheet and makes a vague connection between
changing demographics and the introduction of cooperative learning. The response to Question 2 repeats the goals and summarizes
the plan presented for implementation. The responses to Questions 2 and 3 present some understanding of effective change in
the discussion of Goal 2. The response to Question 4 is skeletal.
Taken together, the responses only hint at an understanding of
the significance of a changing student population, the values of
cooperative learning, and/or the issues involved in implementing
school improvement plans to create effective change.
2. The school improvement plan developed by the school
staff is clear: Goal 1, To improve implementation of
cooperative learning in all classrooms. Goal 2, To
improve achievement levels of all students in core areas:
reading, writing, mathematics.
Books purchased on cooperative learning would be
assigned as reading on a volunteer basis. Information
garnered would be shared with the entire staff. This
would be an introduction to cooperative learning. The
workshop would provide a hands-on experience where
the professional developer would also be able to answer
questions that developed from the reading experience.
The follow-up grade level meeting would be helpful in
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Sample Exercises, Scoring Guides,
and Scored Responses
Sample Response 6 (Score = 1)
Question 3
The School Improvement Plan is too little too late. Books
and materials on cooperative learning should have been
purchased in the spring of the year and made available to the
staff before the close of the school year. In addition, the
principal and/or the team leaders should have all had some
training and begun introducing the use of those strategies in
the spring.
Question 1
James Madison School is faced with an issue of diversity
among its student population. The subsidized housing
project that is new in the community has impacted in a
significant way on the numbers of students now enrolled.
Not only are there more students in every class but the
students’ home situations and socioeconomic backgrounds
may be different than the students and teachers at James
Madison have known.
Question 4
The principal needs to strategize with representatives from
key constituent groups to make the test score problem
known; the purpose for planning to use cooperative learning; and the need for the student population to be actively
involved in daily instruction in classes, study at home, and
participate in extra curricular programs.
Question 2
The principal needs to very subtly develop a profile of his
current student population; the skill levels of the students
who enrolled over the last year, and look specifically at the
test data to determine the cluster of skills that most need
to be addressed. This needs to be done and analyzed by
August 1.
Next, the principal needs to be in contact with and
request a meeting with the PTSA officers. He/She should
enlist their help in getting the parents and all students out
to the school for an Open House no later than the second
week of school. The principal should carefully select test
data with the officers in the August meeting and ask for
at least three parent volunteers to serve on the School
Improvement Committee.
Also during early August, the principal should send out
an open letter of invitation to all staff members, inviting
them to a meeting about Planning for the Improvement in
James Madison School. In the letter it should be noted that
continental breakfast will be provided; the meeting will
begin at 8:30 and end by noon. After sending the letters,
the principal should make a few telephone calls to key staff
members and ask them to make some personal calls to draw
people to come to this meeting. The principal should be
prepared with materials in hand for the staff who attend the
August meeting, as well as some video-taped excerpts from
various sources such as ASCD, NAEP, Johns Hopkins
University, etc.
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Commentary: The responses to the four questions, taken
together, are vague and skeletal. The response to Question 1
presents diversity as an “issue” and mentions the change in
demographics without identifying the broad challenges involved.
The response to Question 2 presents a very broad approach for
involving constituents, but does not present specific actions or
strategies to implement the school improvement plan. The
response to Question 3 discusses only what should have been
done, without focusing clearly on strengths and weaknesses in the
plan itself. The response to Question 4 mentions broad-based
involvement, but is vague about what strategies would be used to
elicit community support.
Sample Response 7 (Score = 0)
1. The broader issues facing the school include the possibility of building more classrooms to accommodate the
growth, the favoritism that’s been shown to some parents
in the past, and the community’s lack of support of the
cooperative learning strategy for instruction.
2. In order to implement the given school improvement
goal, I would schedule classroom visitations to let the
teachers know that I will monitor the use of cooperative
learning as prescribed. I would also ask teachers to review
the data available concerning students’ basic skills
acquisition and would tell them that scores must be
improved. It’s important for classroom teachers to be
confronted with these facts.
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School Leaders Licensure Assessment (1010)
3. The strengths of the plan are:
3. The main weakness in the school improvement plan
is that cooperative learning should not be utilized as a
be-all end-all instructional strategy to correct all problems. The reason for this part of the improvement plan
must be discovered before damage is done. To improve
achievement levels of all students in all basic skills areas
should always be a school goal and therefore it has little
significance as a separate school improvement goal.
䡲
providing teachers with a new strategy for teaching
and learning
䡲
encouraging teachers to work cooperatively, and
䡲
appropriate focus on basic skills
The weaknesses of the plan are:
4. In order to elicit community support for the school
improvement plan, I would write my traditional “Welcome Back” letter to all parents and students. In this
letter, I would ask them for their support for the plan
and tell them how important their views are to me.
1. Based on my understanding of learning and teaching,
the broader challenges faced by the Cherry Springs
School are:
䡲
a possible need for accommodating student growth.
䡲
time has not been provided for teachers to work
together
4. Ask all teachers to include references to cooperative
learning in their Back-to-School Night presentations. I
would also ask the teacher liaison to the PTA to make a
presentation to that group to explain why the parent’s
letter is inaccurate.
Sample Response 8 (Score = 0)
a need for an analysis of test data
not sufficient funding, and
It’s also important that the time line is spread from
October to March. The evaluation process for Goal
#1 may not be specific enough, unless that’s the way
teachers wanted it.
Commentary: Responses fail to address basic components of
the prompt. Responses are too broad and vague to offer a sound
and convincing basis for inferring anything positive about the
candidate’s understanding of and knowledge about the issues
raised. Some responses indicate a fundamental misreading or
misunderstanding of the stimulus materials. Overall, responses
are vague and general, and some would apply to any school
decision making or change process.
䡲
䡲
Commentary: Responses fail to address basic components of
the prompt. Responses are too broad and vague to offer a sound
and convincing basis for inferring anything positive about the
candidate’s understanding of and knowledge about the issues
raised. Many of the responses simply repeat information from
the documents with no interpretation or analysis. Overall,
2. To implement the school improvement plan,
I would:
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form a committee to implement the plan,
䡲
ask grade-level teams to discuss cooperative
learning, and
䡲
change report card to reflect grading by
cooperative learning.
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Sample Exercises, Scoring Guides,
and Scored Responses
responses are vague and general, and some reflect a misreading
of the documents.
The table below presents enrollment data for students of
different backgrounds in a high school of nearly 1,200
students. Look at the table carefully and answer the
questions below.
Assume that the superintendent has informed you of a
recently adopted Board goal to increase the academic
achievement of all students.
Module III:
Analysis of Information and
Decision Making
1. What important patterns do you observe in the data?
Identify and describe at least three.
The seven exercises in the Analysis of Information and
Decision Making section are scored on a three-point scale,
with 2 the highest possible score and 0 the lowest. The
responses to the two questions associated with each document are treated as a single response for scoring purposes,
so only one score is assigned to each document.
2. As principal of the high school, what additional
information would you want? How would you obtain
this information?
Sample Exercise
Western High School Selected Course Enrollment Data
School
Numbers
All Advanced Placement
Numbers
Advanced Biology
Numbers
Honors English I, II, III
Numbers
Honors Algebra II
Numbers
Honors Geometry
Numbers
Chemistry
Numbers
Probability and Statistics
Numbers
Basic Math I and II
Numbers
Basic English I and II
Numbers
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Male
Female
White
Asian
Black
Hispanic
Total
51.2%
602
60.3%
44
42.1%
32
25.7%
26
46.4%
13
40.8%
20
48.6%
51
71.4%
10
47.2%
94
63.1%
101
48.8%
574
39.7%
29
57.9%
44
74.3%
75
53.6%
15
59.2%
29
51.4%
54
28.6%
4
52.8%
105
36.9%
59
68.7%
808
42.5%
31
55.3%
42
52.5%
53
42.9%
12
55.1%
27
64.8%
68
50.0%
7
5.0%
10
65.6%
105
14.8%
174
49.3%
36
39.5%
30
39.6%
40
57.1%
16
40.8%
20
25.7%
27
50.0%
7
1.5%
3
8.1%
13
10.9%
128
6.8%
5
3.9%
3
6.9%
7
0.0%
0
4.1%
2
6.7%
7
0.0%
0
60.3%
120
18.1%
29
5.6%
66
1.4%
1
1.3%
1
1.0%
1
0.0%
0
0.0%
0
2.9%
3
0.0%
0
33.2%
66
8.1%
13
100.0%
1,176
6.2%
73
6.5%
76
8.6%
101
2.4%
28
4.2%
49
8.9%
105
1.2%
14
16.9%
199
13.6%
160
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School Leaders Licensure Assessment (1010)
Relevant ISLLC Standards
and how that information would be obtained, without
identifying any important patterns
Standards 1 and 2
Scoring Guide
Score: 0
The following rubric, based on the standards cited, is used to
score all responses to the sample exercise:
Response is vague, omits reference to any of the essential
factors, or merely repeats information from the data with
no interpretation.
Score: 2
Sample Responses
Responses to the two questions, taken together, interpret the
information given in the document by
The following are examples of actual responses given by
principal candidates to the sample exercise from Analysis
of Information and Decision Making. The score assigned to
each is written above the response. An italicized explanation
of how the score was derived is included below the response.
Two examples are provided at each score point.
䡲 identifying at least three important patterns, such as
disproportionate representation of minority students in
basic skills classes, disproportionate representation of
minority students in advanced classes, or difference in
patterns of male and female representation in specific
honors and basic skills classes
Sample Response 1 (Score = 2)
and
Important Patterns:
䡲 describing specific additional information to be obtained,
and how that information would be obtained
䡲 10.9% Black population — however, 3.9% in
Advanced Biology, 0.0% in Honors Algebra II,
0.0% in Probability and Statistics
Score: 1
䡲 60.3% of the Black population is in Basic Math I
and II
Responses to the two questions, taken together, interpret the
information given in the document by
䡲 Hispanic population represents 5.6%, however 1.0% in
Honors Eng I, II, III; 0.0% in Honors Alg II, 0.0% in
Honors Geometry and Probability and Statistics.
䡲 identifying three important patterns, without describing
specific additional information to be obtained and how
that information would be obtained
䡲 Asian population — has disproportionate large numbers
of students enrolled in Advanced Honors courses — e.g.,
AP, Adv Biology, Honors Eng I, II, III, Honors Alg II, and
Prob and Statistics.
or
䡲 identifying one or two important patterns, with or
without describing specific additional information to be
obtained and how that information would be obtained
䡲 Males and Females — disproportionate percentage of
males in all Advanced Placement (far more males);
disproportionate percentage of females in Honors English
or
䡲 describing specific additional information to be obtained
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Sample Exercises, Scoring Guides,
and Scored Responses
䡲 The numbers of males and females in all advanced
placement, in all Honors English, and (most obvious) in
Probability and Statistics, and in Basic English I and II
are disproportionate.
I, II, III (far more females); disproportionate percentage
of males in Probability and Statistics (far more males);
disproportionate percentage of males in Basic English I
and II (63.1% to 36.9%)
Additional Information Needed
Question 2
䡲 No mention is made of grades. I would have this information generated by the Guidance Department. Both from
students enrolled in Honors and regular courses
I would like a 3-year breakdown of this same data and I
would request it for the 2 years preceding the current
school year. I would like a breakdown of male-female
enrollment within the Black and Hispanic overall figures.
I would plan to meet with the department chairpersons/
supervisors of English, math, science, and guidance departments to get their input as to the reasons for the disparity in
the White v. Black and Hispanic enrollments in classes that
are more challenging, and as to the reasons for the malefemale imbalances. The actual numerical data could be
gathered from the school data base assuming that historical
data is maintained on course enrollment.
䡲 I would need information and standardized test scores —
again either the Guidance Department or the Central
Office Administration would have that information.
䡲 % of students entering 4- year/2- year colleges — school
profile/ “report card”
䡲 I would need information about how students are placed
in classes, to find out why disproportionate enrollments
exist. I would get this from Guidance Counselors and/or
Department heads.
Commentary: The response interprets the information by
identifying disproportionate representation of both ethnic minorities and males-females in several areas, with particular attention
to advanced courses and skills classes in particular subject areas.
The response suggests various kinds of information to obtain, and
the sources from which it would be obtained.
Commentary: The response identifies several patterns of
disproportionate representation of students in both basic skills
classes and advanced classes, in terms of both ethnicity and
gender; the response identifies several kinds of information to
be obtained and identifies the sources.
Sample Response 3 (Score = 1)
Overall, a major pattern I see is a big imbalance in the
numbers of Black students enrolled in advanced placement,
Advanced Biology, Honors Algebra and Probability and
Statistics (no students in either class!), and a huge imbalance in the numbers of Black students enrolled in Basic
Math I and II. The Black students are 10.9% of the student
body, but 60.3% of the students in Basic Math are Black.
I would want to know what is being done to improve and
challenge students to strengthen their skills to leave lowlevel courses. Is it ability or lack of effort? I would speak with
the staff to devise a plan to develop skills of “low level”
students to take advantage of higher level courses. I would
speak with students to see if they are aware of what is
available to them. Why are they not taking advantage of
the situation?
Sample Response 2 (Score = 2)
Question 1
䡲 The number of Black and Hispanic students is very low in
A.P. classes.
䡲 The numbers of Black and Hispanic students in high level
mathematics classes are low or non-existent.
䡲 The numbers of Black and Hispanic students are disproportionately high in Basic Math I and II and in Basic
English I and II.
䡲 The percentages of Asian students in AP, Honors, and
high level classes in all subject areas appear disproportionately high.
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Commentary: The response presents limited information,
focusing on only two closely related patterns of disproportionate
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School Leaders Licensure Assessment (1010)
representation of students, both dealing with one of the three
ethnic minority groups listed in the data. The response discusses
additional information to be obtained.
3. Basic Math I and II: 47.2% males and 52.8% females
Sample Response 4 (Score = 1)
As principal of the high school, I want to know more
information about this situation. I would want to know
percentages of students and how they are doing in all classes.
4. Basic English I and II: 65.6% White, 8.1% Asian, 18.1%
Black, 8.1% Hispanic
One big problem I see is the imbalance in males and females
in many of the classes. The male-female ratio in the school
as a whole is close to 50-50, but in advanced placement
classes, in Honors English classes, in Probability and Statistics, and in Basic English the ratios are far from 50-50. I
would want to know how students are placed in these
classes, and would want to know if the instruction in these
classes is geared more toward one sex than the other. I would
get this information from teachers, counselors and especially
from students.
Commentary: The response merely repeats information from the
data with no interpretation. The additional information requested
is vague.
Sample Response 6 (Score = 0)
This kind of situation happens in far too many schools in
America. There are too many students who are not receiving
the education they deserve. The problem is most severe for
minorities, who often are cheated out of the education they
deserve. This is usually the result of unfair grading, testing,
placement practices and prejudices on the part of teachers.
This example shows how bad the problem can be.
Commentary: The response presents limited interpretation of all
the data, focused on only one pattern of disproportionate representation, the male-female imbalances. The response discusses
additional information to be obtained from three different sources.
Commentary: The response, while identifying the nature of the
problem presented by the data, does not address the questions in
that it does not identify any important specific patterns of
disproportionate enrollments in the data. The response suggests
areas that may be to blame for inequities, but does not identify
additional information to be sought.
Sample Response 5 (Score = 0)
Important information:
1. Advanced Placement: 60.3% Males, 39.7% females
2. Advanced Biology: 55.3% White, 30.5% Asian, 3.9%
Black, 1.3% Hispanic
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School Superintendent Assessment (1020)
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Test at a Glance
Name:
School Superintendent Assessment
Test Code:
1020
Time:
3 hours (total test): three timed sections
Number of Scored
Responses:
9
Format:
Constructed Response
Test Modules
Number of Scored Responses
Time in Hours
Evaluation of Actions
5
1
Synthesis of Information and Problem Solving
1
1
Analysis of Information and Decision Making
3
1
Assessment Development
The ETS development strategy for the
initial forms of the School Superintendent Assessment (SSA) was to use ten
superintendents in the NJ/PA area and
one superintendent from each of the
two funding states to draft exercises.
These exercises were then presented
to the ISLLC School Superintendent
Assessment Advisory Panel Development Team for review. In addition,
each exercise went through a fairness
and sensitivity review by ETS professional writers using the most rigorous
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How the Assessment
Is Structured
industry standards. Prior to their use as
licensure assessments, these items were
administered to a field test group similar
in background and educational preparation to actual potential candidates.
The results of this field test served
many purposes. It validated the content
of the items, provided validity and
reliability measures for the scoring
process and the scoring guides, and
helped establish the distribution of
items throughout the several forms of
the assessment.
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The ISLLC Superintendent Assessment Advisory Panel has adopted the
test specifications.
The SSA is structured as a threehour assessment organized into three
one-hour modules. All of the exercises
require the candidate to write a
response. Teams of expert scorers are
extensively trained to judge candidate
responses using rubrics based on the
ISLLC Standards.
The following describes each of the
three modules that constitute the test.
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School Superintendent Assessment (1020)
Module I: Evaluation
of Actions
(1 hour)
In the first one-hour module, there are
five vignettes. Each describes a situation a superintendent might commonly
encounter and be required to respond
to. Each vignette is followed by a
focused question that asks what the
superintendent might do next, what
factors the superintendent should
consider in responding to the situation,
how the superintendent might handle
the situation or dilemma presented, or
what the potential consequences of
action are in the situation. The candidate is required to answer the question
with specific details and to give a
rationale for the answer when appropriate. This category includes vignettes
that deal with situations drawn from
such content areas as group processes,
facilitation of student learning, and
organizational resources and operations, as well as other content areas
identified in the Job Analysis.
The candidate is presented with a
case consisting a set of several documents. The candidate is also given a
short scenario describing a situation
within a school district and its community. The candidate is also required to
examine all documents and select from
these documents relevant information
to answer questions that pose complex
problems and require the candidate to
propose courses of action to address
the problems.
The types of documents used in this
module may include:
Module III: Analysis
of Information and
Decision Making
The types of questions may include:
䡲 Assessment data
䡲 Portions of school or district
improvement plans
䡲 Budget information
䡲 Resource allocation documents
䡲 Curriculum information
䡲 What is an important issue in the
data presented in this document?
䡲 What other information would you
need to assess the information
presented in the document?
(1 hour)
In this module, the candidate is
presented with three document-based
exercises. Each exercise consists of a
scenario typically encountered by
school superintendents, one document,
and two questions. All of the documents relate to issues involving learning, teaching and board of education
relations or community involvement.
Using the information in the document, the candidate responds to two
questions about the document.
Module II: Synthesis
of Information and
Problem Solving
䡲 Where would you get such
information?
䡲 What important patterns do you
observe in the data presented in
the document?
䡲 What steps would you take with
your staff to address the issues
raised by the data presented in
the document?
䡲 How would you present the information contained in this document to
parents, community organizations,
staff, etc.?
(1 hour)
This module of the assessment consists
of a single, one-hour case analysis.
The exercise is anchored in issues of
learning and teaching and involves
board of education relations or community involvement.
32
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Sample Exercises, Scoring Guides,
and Scored Responses
Scoring
How Final Scores are
Determined
School superintendents who have been
carefully trained in the ISLLC Standards and the content specifications
for the assessment score all of the
exercises in the School Superintendent
Assessment. The scorers are trained to
make distinctions among responses
according to the standards for acceptability determined by the ISLLC
School Superintendent Assessment
Advisory Panel. Prior to determining
the score for any candidate, scorers
examine, discuss, and practice scoring
sample responses, guided by a trainer
who is very familiar with the assessment and with candidate responses.
All exercises are field tested and
pretest responses are carefully analyzed
before exercises are used in an operational form of the assessment. The
responses of field test candidates
serve as the basis for determining the
clarity and soundness of the exercise,
as well as for articulating the preliminary rubric, or scoring guide, for
the exercise.
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The panel reviews numerous
examples of candidate responses over
the course of several days and works
collaboratively to arrive at an appropriate passing score. The final decision is
informed by the vision of school
leadership embodied in the ISLLC
Standards, as well as an awareness of the
impact selection of various passing
scores will have on the passing rate of
the candidate population.
Each exercise is scored separately.
All exercise scores are summed by
assessment section, then combined
into a weighted total score. Scores on
the three sections are weighted based
on the recommendations of the ISLLC
School Superintendent Assessment
Advisory Panel.
Each state choosing to use the
School Superintendent Assessment as
part of the requirements for licensure
of superintendents will determine the
standard for a “passing” score which
the state will apply to all candidates
who wish to obtain a superintendent’s license.
To set a passing score, states
must abide by rigorous industry
standards to ensure that the score is
appropriate and fair. The score is set
by a panel of approximately 15
experts — most of whom are themselves superintendents — from
diverse school backgrounds.
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School Superintendent Assessment (1020)
Module I:
Evaluation of Actions
䡲 Way in which various configurations do or do not support
the district vision for success for all students
䡲 Involvement of all stakeholders in developing a plan
All 5 exercises in the Evaluation of Actions module are
scored on a three-point scale, with 2 the highest possible
score and 0 the lowest.
䡲 Public relations: using the media to explain possibilities
and positively promote the recommended plan for
community support
Sample Exercise
Currently there are two elementary schools in a district.
A new K-5 elementary school is opening in the fall. It will
be necessary to determine what students will attend each
of the three schools, necessitating the formation of new
boundary lines.
Score: 1
Response presents two appropriate critical factors the
superintendent should consider, such as the following:
䡲 Demographics of the community
Identify and describe at least three critical factors the superintendent should include in a recommendation to the board of
education about the new boundary lines.
䡲 Achieving or maintaining racial/cultural balance within
the district
Relevant ISLLC Standards
䡲 Way in which various configurations do or do not support
the district vision for success for all students
Standards 3 and 5
䡲 Involvement of all stakeholders in developing a plan
Scoring Guide
䡲 Public relations: using the media to explain possibilities
and positively promote the recommended plan for
community support
The following rubric, based on the standards cited, is used to
score all responses to the sample excercises.
Score: 2
Score: 0
Response presents three appropriate critical factors the
superintendent should consider, such as the following:
Response presents only one appropriate critical factor, fails to
address the question, presents inappropriate factors, is vague,
or simply repeats or paraphrases the question.
䡲 Demographics of the community
䡲 Achieving or maintaining racial/cultural balance within
the district
34
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Sample Exercises, Scoring Guides,
and Scored Responses
Sample Responses:
Sample Response 2 (Score = 2):
The following are examples of actual responses given by
superintendent candidates to the sample exercise from
Evaluation of Actions. The score assigned to each is written
above each response. An italicized explanation of how the
score was derived is included below the response. Two
examples are provided at each score point.
Critical factors that should be addressed in the formation of
a new school in this district 1) population of each school —
especially directed at the ratio of teachers to students;
2) transportation concerns; students living in the area
should not, if possible, be bussed great distances; 3) also,
the ethno-demographics need to reflect the whole district’s
make-up — not just the local building’s neighborhood.
4) Another consideration would be which teachers &
principal(s) would staff the school. This must be considered
because of the potential impact it will have on the overall
effectiveness of the instructional programs in each school.
Sample Response 1 (Score = 2):
The Superintendent should —
1. Work with the transportation director to locate #’s of
students, their grade levels, and address — Population
Graphs should be made so as not to overpopulate one
school or at respective grade levels.
#1 Boundary lines need to be drawn in a manner that keep
the student-teacher ratio near even in each of the three
elementary schools.
#2 Transporting students, as much as possible, should be
relatively equal.
2. Have a meeting with the 3 elementary principals to help
design the boundary lines, using the population graphs
designed above, or at least get input.
#3 The ethnic, socioeconomic mix should be similar in all
three schools.
3. Inform the board of the study being conducted to evenly
balance enrollment at each school — early on.
Of the three factors considered #3 would be probably the
most difficult to achieve. Hopefully, the superintendent
would include teachers, principals, community members of
all school districts in assisting with the boundary decisions in
an effort to assure equality for all students. Ultimately, the
superintendent will have to make a recommendation to the
school board, but it would be better for the whole community if a representative committee could agree on how this
should be done.
Staff members should be assigned to the new school by
guide lines developed by the superintendent, principals and
staff in a collaborative manner.
4. Provide news releases that reflect the need for boundary
changes to balance elementary enrollment at 3 schools.
5. See that letters are issued early to households moving
students to another school. “Open houses” will be held.
7. Request that building administrators send Back-to-School
Letters early to convey a “welcoming effect”.
8. Keep board members informed of all activities associated
with the relocation of the student population.
Commentary: Response provides for input from a variety of
stakeholders, has an effective public relations plan, and shows a
concern for the success of students by striving for an equitable
balance of students in each school.
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Commentary: Response addresses the need to assure equity
among all students and involves a variety of stakeholders in the
planning and decision-making process. Furthermore, a concern is
raised about the need to be sensitive to the racial/ethnic diversity
in the schools and the need to balance the numbers of students in
each classroom.
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School Superintendent Assessment (1020)
Sample Response 3 (Score = 1):
Sample Response 5 (Score = 0):
One crucial factor will be which areas are populated the
heaviest. This will have a major impact on where the lines
will be.
Another factor to consider is balancing the numbers of
students in each building. This is a very great consideration
and will help ensure each child has a comparable educational setting.
Ethnic diversity — should try to provide as much equal
distribution as possible.
1. Distance — The students time riding the bus should be
a concern.
2. Safety — The student safety and well-being should always
be a factor in a decision like this.
3. Cost — The most cost-efficient way should be considered
after the students are taken into consideration.
Commentary: Response fails to consider many of the critical
factors and fails to appreciate the general sense of the ISLLC
Standards, in that it does not provide for collaboration with the
stakeholders or consider student diversity and the success of
all students.
Commentary: Response is sensitive to enrollment and ethnic
diversity, but fails to clearly define a third acceptable factor.
Sample Response 4 (Score = 1):
There are many things to consider when forming new
boundary lines. If the district wants to maintain equity like
the locations of low and high income neighborhoods, and
racial and ethnic diversity, the individual neighborhoods
must be considered.
However, since the community is probably growing in one
or two areas, this area of growth must also be considered. Are
there logical boundaries already in place based on population
centers in the district? This must be considered to conserve
added transportation costs that would have a direct negative
impact on funds available for classroom instruction.
Sample Response 6 (Score = 0):
Step I — Determining where students live in relation to the
elementary buildings
Step II — Transportation issues, such as routes, times and
the number of students that will be transported to each
building
Step III — Included in the superintendent’s recommendation, input should include suggestions from city building/
planning spokesperson. The administrator in charge of this
particular section could offer valuable advice in the
formation of new boundary lines and its impact on the
community.
Commentary: Response considers only two critical issues: The
demographics of the community and how the reconfiguration
of boundary lines might impact the resources available for
student programs.
Commentary: Response fails to consider any of the critical issues
and is not sensitive to the spirit of the ISLLC Standards.
36
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Sample Exercises, Scoring Guides,
and Scored Responses
Module II:
Synthesis of Information and
Problem Solving
Documents:
The exercise (case) in the Synthesis of Information and
Problem Solving module is scored on a four-point scale, with
3 the highest possible score and 0 the lowest. The responses
to the four questions within the exercise are treated as a
single response for scoring purposes, so only one score is
assigned to the case.
䡲 Letter to the President of School Board of Education from
the Commissioner of Education
Sample Exercise
䡲 Memo to the Superintendent from the Director of
Curriculum and Instruction of GESD
The following documents are included:
䡲 Letter to the Commissioner of Education from President
of the School Board of Education
䡲 Article from the Greenwood Daily News
䡲 Memo to the Superintendent from the Greenwood
Teachers Organization
In this module of the assessment, you use the scenario and
documents provided on the following pages as the basis for
answering the questions
Questions:
The five documents that follow all relate to the situation
described briefly above. Read all the documents carefully,
and then respond to each of the following questions:
Scenario
The superintendent of the Greenwood Elementary School
District has the responsibility for aligning the district’s
elementary curriculum with state standards in the language
arts and mathematics areas. The goal is to ensure that
students are proficient as measured by state assessments.
The Greenwood District has a history of being progressive
and forward thinking in terms of education in general and
curriculum offerings in particular. A spirit of staff and
community involvement and cooperation typifies the
district’s curriculum development initiatives.
The state has recently adopted new Core Curriculum
Standards in Language Arts Literacy and Mathematics. The
new standards, a response to public outrage over declining
student achievement in language arts and mathematics,
mandate intensified programs, both in breadth and depth of
coverage of concepts and skills. Many stakeholders, however,
are resistant to the newly mandated curriculum standards as
an infringement on “local control” and the possibility that
“prized” programs and services may be eliminated.
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a. Based on your understanding of teaching and learning, as well
as larger educational issues, what should be the superintendent’s
initial steps in enlisting the critical support and involvement
of the board of education in the alignment of the district’s
curricula with these state curriculum standards? Explain why
each of these steps is important.
b. What specific topics relative to the implementation of the state
mandate should the superintendent place on the agenda for
the Superintendent’s Council and review with the board of
education? Explain why each topic is important.
c. Describe essential elements of a plan for reporting to the board
of education and to the public the progress being made towards
implementation of the state mandate.
d. Identify specific groups of stakeholders who have responsibilities and needs in regard to the implementation of the state
mandate. For each group, explain the impact of the mandate.
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School Superintendent Assessment (1020)
Document 1
Greenwood Elementary School
Board of Education
“We Honor All of Our Children”
April 2
To the Office of the State Commissioner of Education
Dear Commissioner:
On behalf of the Greenwood Elementary School District, I am writing to express concerns
that we have with recent curriculum mandates of the State Department of Education.
Greenwood is a district with five elementary schools. We have major concerns about the
mandated fourth grade curriculum alignment requirements in the areas of language arts
literacy and mathematics. In both areas, significant additions have been made to an already
demanding curriculum. These additions present major problems for our district, as we suspect
they do for many comparable districts.
Our district has a long history of considerable academic success as evidenced on our own
standardized testing scores as well as teacher-made assessments. Additionally, we provide for
our students’ multiple opportunities to experience a total curriculum in the fine arts and
many other areas. It is our position that the recently adopted curriculum mandate will harm,
rather than benefit, the academic performance and growth of our students.
We request that you send us the proper forms by which we can request exemption from the
recent curriculum mandates. If an exemption is not possible, we request a delay of implementation for at least three years. This delay will allow our teachers to prepare adequately for the
new curriculum and allow time for the district to negotiate a new teachers’ contract that
takes into consideration the lengthened school day and altered teaching requirements of the
new mandates.
Sincerely,
President,
Greenwood Elementary School Board of Education
38
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Sample Exercises, Scoring Guides,
and Scored Responses
Document 2
Office of the Commissioner of Education
State Department of Education
May 5
President,
Greenwood Elementary School Board of Education
Dear School Board President:
Thank you for sharing your concerns about the State Mandated curriculum alignment
requirements for the state’s elementary students. By law, there can be no exemptions and no
postponements in the implementation of these requirements.
These alignment mandates are based on educational research and best practices investigated
by the Division of Curriculum and Instruction of the State Department of Education. The
implementation of these alignment standards will enable all students to master more challenging communication and computational skills. This increased mastery will enable all
students to enhance their potential for success in subsequent years of schooling and their
ultimate entry into the greater society. Increasing standards for all students in the state
should not preclude your district from offering additional experiences such as the ones you
mentioned in the fine arts.
Sincerely,
Commissioner of Education
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School Superintendent Assessment (1020)
Document 3
Greenwood Daily News
Parents Fear State Standards Will Cause Elimination of Special Programs for Gifted
and Talented Students
May 10
Parents at the Greenwood Elementary District Board of Education meeting last night
expressed strong concerns about the future of the district’s programs for gifted and
talented children, particularly in the fine arts. A recent presentation by the district’s
Director of Curriculum included recommendations for reducing time allocated to highly
regarded programs, “in order to provide additional time for instruction required to meet
the state’s newly mandated curriculum standards in Language Arts Literacy and
Mathematics.”
“We fought so hard to get these special programs for our children into the curriculum.
This seems like a huge step backwards. We are disappointed and angry,” said a parent of
three children in the district.
The meeting was very heated at times. The Board President said, “We feel caught in a
no-win situation. We must be sure that our students can perform well on the state’s
assessments. We don’t know where to find the time to fit all these things in the school
day. After all, these are very young children and we can’t keep them here until late
at night.”
The Board promised to continue to address this issue in the coming months.
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Sample Exercises, Scoring Guides,
and Scored Responses
Document 4
Greenwood Teacher’s Organization
MEMORANDUM
TO:
Superintendent, Greenwood Elementary School District
FROM:
Greenwood Teacher’s Organization
DATE:
May 13
RE:
Contract
We are writing to make official the concerns we have expressed in recent conversations with
you about the necessity of reopening negotiations for the teaching contract effective July 1 of
this year. We believe that the recently concluded negotiations resulted in a fair and equitable
contract, and appreciate the spirit of cooperation and professionalism of all concerned in the
negotiations. However, as we have discussed, the refusal of the state to grant a waiver or a
delay in the implementation of the new state curriculum standards clearly means that there
will be a longer school day and teachers will have more demanding teaching responsibilities.
Both of these provisions have been deemed necessary by the district in order to meet the state
mandate and continue to offer the rich program of which our district is justly proud.
Both of these factors clearly require a modification in the contract. We are aware that the
budget-building process for next year is complete. However, in view of the drastically changed
teaching demands on the district’s teachers, that process must be reopened, and necessary
funds identified to compensate teachers for their increased work load. We would like to meet
with you at your earliest convenience to establish timelines and priorities for renegotiating
the contract effective July 1.
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School Superintendent Assessment (1020)
Document 5
Office of the Director of Curriculum and Instruction
Greenwood Elementary School District
TO:
Superintendent, Greenwood Elementary School District
FROM:
Director, Curriculum and Instruction, GESD
DATE:
May 14
RE:
Planning for implementation of state standards
With the state’s refusal to grant a waiver or a delay of implementation of the new state
Department of Education Curriculum Standards, we must now make specific plans for
what will be required for the implementation of these standards. I suggest that at the next
Superintendent’s Council, we place on the agenda the specific items that we must address
in meeting the state mandate. The members of our Council, consisting of district and
school administrators, and teacher and community representatives, could provide
valuable insight.
I know you will want to share with the Board of Education the agenda items, so they
can be informed of our efforts to comply with the state mandate and still preserve local
control over the excellent educational programs of the district. I am prepared to brief
the Council, and the Board if appropriate, of the instructional implications of the new
state mandate.
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Sample Exercises, Scoring Guides,
and Scored Responses
Relevant ISLLC Standards
grasp of effective strategies for gaining the support and
involvement of the board of education in aligning the
curriculum to the standards, although the strategies may be
less comprehensive and the rationale less clear and convincing than in a 3-level response. The response to question b
demonstrates clear evidence of an understanding of central
topics or issues involved in the situation, and of the rationale for sharing these with the council and board of education, although the topics/issues and/or the rationale may be
less comprehensive and less convincing than in a 3-level
response. The response to question c demonstrates clear
evidence of the need to communicate effectively with the
public at large and the board of education, although it may
be less comprehensive and/or less clearly focused on the
specific situation described than in a 3-level response. The
response to question d demonstrates clear evidence of a
comprehensive understanding of the impact this plan has
on the stakeholders, although it may be less comprehensive
and/or less clearly focused on the specific situation described
than in a 3-level response. No response is solely the repetition of information from the stimulus materials without
comments or interpretation by the candidate.
Standards 2, 5, and 6
Scoring Guide
The following rubric, based on the standards cited, is used to
score all responses to the sample exercise.
Score: 3
Candidate’s responses to the four questions, taken together,
demonstrate detailed, specific and convincing evidence of a
grasp of the issues presented in the stimulus materials and
reasonable ways to address these issues. The responses form
a coherent whole with a consistent focus on learning and
teaching specific to the issues. The response to question a
demonstrates detailed, specific and convincing evidence of
a grasp of effective strategies for gaining the support and
involvement of the board of education in aligning the
curriculum to the standards and an understanding of why
these strategies are important. The response to question b
demonstrates detailed, specific and convincing evidence of
an understanding of central topics or issues involved in the
situation, and of the rationale for sharing these with council
and board of education. The response to question c demonstrates detailed, specific, and convincing evidence of a
comprehensive understanding of the need to communicate
effectively with the public at large and the board of education. The response to question d demonstrates detailed,
specific, and convincing evidence of a comprehensive
understanding of the impact this plan has on stakeholders as
it is implemented. No response is solely the repetition of
information from the stimulus materials without comments
or interpretation from the candidate.
Score: 1
Candidate’s responses to the four questions, taken together,
demonstrate limited evidence of a grasp of the issues presented in the stimulus materials and reasonable was to
address these issues. The responses may be general, vague,
or brief, and may lack focus on learning and teaching. The
response to question a shows limited understanding of
strategies to gain the support or involvement of the board
of education. The response to question b shows limited
awareness of an understanding of central topics or issues
involved in the situation, and of the rationale for sharing
these with the council and board of education; response
may be applicable to any situation involving change rather
than to the specific situation. The response to question c
shows limited understanding of the need to communicate or
effective communication skills. The response to question d
shows limited understanding of how the plan impacts others.
There may be some indication of misunderstanding of the
prompt, and some responses may paraphrase stimulus
materials with limited interpretation.
Score: 2
Candidate’s responses to the four questions, taken together,
demonstrate clear evidence of a grasp of the issues presented
in the stimulus materials and reasonable ways to address
these issues. The responses may be less coherent and/or
less detailed and specific than in a 3-level response. The
response to question a demonstrates clear evidence of a
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School Superintendent Assessment (1020)
Score: 0
Information from the state dept. on it’s reasoning and on
national trends can be presented to the board members prior
to the formal board meeting in the form of copies of articles
from state and national sources as well as copies of pertinent
data to support the national trends in education.
An informal session with board members could be scheduled for the purpose of discussing the trends and information
presented and to clarify questions concerning the information and data.
Candidate’s responses to the four questions, taken together,
demonstrate little or no evidence of a grasp of the issues
presented in the stimulus materials and reasonable ways to
address these issues. There is little or no evidence of effective ways of aligning district curriculum with state standards,
of the topics/issues involved in such alignment, or of
effective strategies for addressing those topics/issues. The
response may indicate a fundamental misreading or misunderstanding of the stimulus materials and the prompts and/or
may address a different problem than the one posed by the
stimulus materials and prompts. Although one or more of
the responses may attempt to discuss the situation presented,
there is no sound and convincing basis for inferring that the
candidate understands and has knowledge about the issues
raised in the prompts and about effective ways to address
these issues.
Question b
The number one topic would be that of “Why Student
Achievement has declined in Language Arts and Literacy/
Mathematics.” Was there a national or state (or both) level
decline in the areas and what happened to the local scores
in those areas during that period of time.
Actually understanding what the data is pointing out
should prove “why” there is a concern and “why” the state
department deems it necessary to “mandate” changes rather
than suggesting districts makes changes leading to the
same end.
Number two topic would be a presentation of the actual
amount of time and objectives covered in the present
curriculum compared to the requirements of the newly
mandated changes. This is most important because: according to the Board president, parents and teachers there’s 1)
not enough time to “push in” the changes and 2) this time
problem may reflect on the amount of time given to fine
arts/gifted education. 3) Contractual time constraint for
teachers for the purpose of professional development needed
to prepare the staff adequately for the instructional changes.
Implications for students would be number three, although
it should be number one. The changes are made for the
students — not for the institution. Student opinion, suggestions should be allowed a time slot as well.
Overall, this type of problem will result in more time
and effort on the part of all persons directly related to the
school district.
Sample Responses
The following are examples of actual responses given by
superintendent candidates to the sample exercise from
Synthesis of Information and Problem Solving. The score
assigned to each is written above each response. An italicized explanation of how the score was derived is included
below the response. Two examples are provided at each
score point.
Sample Response 1 (Score = 3)
Question a
The first step would be to present clear and concise information concerning the reasoning behind the state departments’
curriculum changes. Lay persons as well as many educators
find themselves working within their own parameters and
feel no need to keep up with or understand a broader concept
of what children will need to know for their success in the
future. A state department of education will be dealing with
the broader issues on a national basis and the local mindset
and state mindset will need to blend for an understanding.
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Sample Exercises, Scoring Guides,
and Scored Responses
Question c
Students:
The most important group — how will it affect them in
the present and what can it do for them in the future. Will it
result in schedule changes, longer time on task, needs for
more tutoring, special programs etc.
It is imperative that the staff and community “buy into” or
“take ownership” of a plan of action. The state has said this
“shall” take effect so exactly how can it be done.
During regular agenda meetings of the board, 1) a time
slot will be allowed for the purpose of presentation of actions
being accomplished by committees of teachers/principals
within the subject matter areas and on elementary, junior
high and senior high levels. 2) A time slot will also be
allowed for the community action groups formed and headed
by the parent-teacher association. 3) These presentations
would be condensed and given to the local newspapers/
radios for dissemination to the public. It is important that
the communication be two-way. The stakeholders must have
an opportunity to ask questions, provide suggestions, and
feel they are a part of the process.
Commentary: The response to all questions, and overall, is
detailed and specific. The response clearly defines the role of
the superintendent in providing information and guidance to
the Board of Education and in recognizing the impact on this
mandate on all stakeholders. The response outlines an effective
plan and provides insight and sensitivity to the issues that will be
confronted by the district and the community.
Sample Response 2 (Score = 3)
Question a
Question d
䡲 Arrange for the Curriculum Director to meet with
the Board
Parents/Guardians:
This group is concerned for the present and future of their
children. They will worry mainly about the problems created
at this time and hopefully some will be far-sighted enough to
realize implications for their child’s future.
䡲 Share with the board specific items that must be
addressed in meeting the state mandates so the board
fully understands the processes being suggested
䡲 Assure the board that every effort possible will be made
to preserve local control over the existing educational
programs of the district in an effort to convince them
that the local control of curriculum is important and the
curriculum is moving forward
Educators/Principals/Teachers etc.:
This group strives to educate the children to the best of
their abilities. Some will consider the mandate a challenge
and will internally challenge themselves to meet the new
standards for the sake of the child, not themselves.
The idea of time problems, learning new techniques and
becoming even more frustrated with educational demands is
very real.
䡲 Remind the board of the accreditation and funding issues
affected by not following state mandates
䡲 Enlist the board’s help in creating a plan to present the
district’s plan of implementing the new mandates
Superintendent/Board of Education:
It will be up to this group to aid in the understanding of
why, where and how all can be accomplished. They will
need to be firm but yet available to other changes that will
go along with or result from the mandates (sometimes
changes in budget, etc.)
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䡲 Gather all of the latest data of educational research about
the specific curricular changes being mandated and share
this information with the board.
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School Superintendent Assessment (1020)
䡲 The board will need to support the new mandated
standards. New sources of funding may be necessary as
well as a reallocation of staff and resources. They will
have to be able to balance the concerns of the community
with what is in the best interest of the students.
Question b
䡲 Teachers’ concerns over renegotiating their contract and
the impact on the budget
䡲 How to address parent and patron concerns over the
possibility of altering existing gifted programs and
curriculum, and assuring the success of all students
䡲 The parents will need to buy into the fact that the new
standards and curriculum will improve their children’s
education.
䡲 Specific plans for what will be required for the
implementation of the new standards
䡲 The students will face new testing programs and new
classes and courses. For some this will be stressful and will
require assurance from their teachers and parents.
䡲 Plan for releasing information to the media concerning
district plans. The latest research data relative to the
state mandate for better understanding of the issue.
Commentary: The responses to each of the four questions are
detailed and convincing. The plan for assisting the board of
education in understanding its responsibility and in understanding
the issues is clearly and logically articulated. The issues to be
faced by the district in implementing the plan form a comprehensive list, as does the variety of stakeholders that will be affected by
the mandate. Taken together, the answers to the four questions
form a coherent whole with a consistent focus on students and
the community.
Question c
䡲 Who will be the spokesperson for reporting the plan.
䡲 What is the time table for implementing the plan and
reporting the plan.
䡲 How will public and patron input and suggestions be
handled and processed.
䡲 Who will be responsible for gathering all data.
Sample Response 3 (Score = 2)
Question d
Question a
䡲 The director of curriculum and instruction will need to
realign the curriculum to the new mandated standards.
This will be important to assure that the district is in
compliance, but at the same time being aware of preserving
what is good and valuable with the current curriculum.
䡲 Share with board of education the new programs the
district has implemented and data to support how they
have increased student performance. This may enact a
delay in implementing the state standards for awhile.
䡲 Communicate with board members individually to enlist
their support and feedback in their perception of their
role in aligning district and state curriculum standards.
䡲 The teachers will need to implement the new curriculum
in order to meet the new mandated standards. They might
have their teaching assignments changed and for some of
them, will need to undergo some training and staff development to learn new material and instructional methods.
䡲 Share an alignment of state and district standards to
ensure quality in programs and competencies
䡲 The administrators will need to provide support to the
teachers as they implement the new curriculum and
answer parent concerns about the new curriculum and
standards. They will become the liaison between the
community and the school.
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䡲 Address the board’s concerns in closed session to promote
a trusting relationship allow opinions to be shared
䡲 Involve the board in training sessions, staff development
opportunities to increase their knowledge of instructional
practices for new standards
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Sample Exercises, Scoring Guides,
and Scored Responses
䡲 Involve the board to observe the implementation of
curriculum to promote continuance of the quality
of curriculum
Question c
Elements of a Reform plan
䡲 Share support of new mandate/curriculum as it invokes
rigorous curriculum to prepare student for academic success
䡲 Involve the board in creating standards for K-3 curriculum for continuity of skills and to eliminate achievement/
learning gaps
䡲 The alignment of new standards with curriculum programs in place
䡲 Be accessible to the board as issues arise to address
them promptly as to avoid concurring problems
with communication
䡲 Provide a longer school day schedule with before and after
school times for remedial and enrichment opportunities
䡲 Develop additions to K-3rd language arts & math curriculum objectives to increase student competencies, preparing them and laying the foundation for new 4th grade
objectives
Question b
䡲 Curriculum mapping of K-3rd grade curriculum goals;
important as it will allow for a progression in developing
new skills by the grade; to identify where and which
grades will need additional objectives
䡲 Develop Curriculum maps of K-3rd grade LA & math
content & skills to support a natural progression of skills
䡲 Teacher contracts are vital, as working conditions have
changed with extended time (grievable issue). Renegotiation of the contract may be necessary
䡲 Elicit staff & parental input on concerns and issues
relative to implementing new curriculum standards
䡲 Special programs have to be addressed as they are first to
go due to budget cuts
Question d
Teachers. As implementers of the new standards teachers
have a major responsibility. They are directly impacted, as
their ability to expand the curriculum or replace standards is
a work in progress. Without time to become familiar with
the new standards and align them with the old ones, implementation can be less effective.
䡲 Staff development for the new curriculum objectives &
instructional strategies to implement
䡲 Continuity of the quality programs the district offers
should be addressed as the community has a vested
interest in the type of programs offered to enhance
performance of all students
Principals & administrators, as the curriculum and instructional leaders of the schools, provide guidance and support
in the implementation process. They are impacted as they
work closely the instructional staff in clarifying how to
supplement the previously used programs with the new
standards.
䡲 Delay in implementing new curriculum to negotiate
contracts, increase knowledge of curriculum and instruction, allow time for parents to adjust to changes
䡲 Piloting the implementation to see its effect on testing,
instruction, scheduling school day; parental, student and
community feedback)
Parents & Students have the need to know what is expected
of them. What concepts and skills will be learned. They are
impacted because it becomes necessary to become familiar
with new objectives & skills.
䡲 Testing objectives. To address if taught & tested curriculum goals are aligned
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School Superintendent Assessment (1020)
䡲 Need to also have a team to research if the school day
needs to be restructured to adapt to the mandated
curriculum. This is needed to respond to the concern
over eliminating fine arts and the perceived need to
re-open negotiations in the case of a longer school day
and/or added teacher responsibilities.
Commentary: The responses to questions 1, 2, and 4 are
relatively detailed and specific. The candidate demonstrates an
awareness of the issues although at times provides the board with
advice that is contrary to what is clearly stated in the documents.
The response to question 3 does not address the central issue of
communication, although this is alluded to briefly in other parts of
the response. Overall, the response is less convincing and detailed
as that of a “3” level response.
Question c
Teams
Share with the board the overall plan of forming teams to
address the issue. As superintendent, I would explain the
types of teams formed, their function, membership and task
completion dates.
Sample Response 4 (Score 2)
Question a
1st — Information Gathering. The Superintendent and the
Director of Curriculum and Instruction need a thorough
understanding of the state mandate, the mandated curriculum and expected outcomes. The Director needs to provide
the Superintendent with a detailed timeline of what has to
be done and corresponding deadlines. This is important so
both the Director and Superintendent are well informed of
the task with enough details to proceed intelligently.
2nd — Information Sharing. The Superintendent and
Director should then share with the entire Superintendent’s
Cabinet the mandate and resulting timeline. Sharing of state
mandate/timeline should also take place with the council
and with the board of education as an information item.
When sharing with the board a tentative plan of action
should also be outlined. Plans should be shared with parent
and teacher groups also.
3rd — Support Gathering. As the mandates are being
shared with the various stakeholders, volunteers should be
gathered to work on alignment committees. This allows for
open lines of communication & support at the same time.
Feedback Loops
Create within each of the teams the procedure for communication, progress internally (via Superintendent and
Superintendent’s Council) and externally (via School
Board). Describe how the teams will connect with the
Director and how the Director will share with the Superintendent who will in turn share with the Board.
Timeline
The timeline represents benchmarks of when progress
is to be reported to Director → Superintendent → Board/
Community.
Method of Communicating
Use of reports for internal communication and reports to
board of education. Articles or newsletters can be published
to keep parents abreast of progress. Staff members will be
informed by way of staff meetings and superintendent forums.
Question b
䡲 State mandated timeline relative to when alignment must
be completed. This is important as the deadline helps to
convey the urgency of the situation and can help to
mobilize support for action.
䡲 Formation of teams to accomplish task. Alignment of
two subject areas requires a lot of workers. Therefore
teams need to be formed for each subject area with an
overview team.
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Sample Exercises, Scoring Guides,
and Scored Responses
Sample Response 5 (Score = 1)
Question d
䡲 Director of Curriculum & Instruction is key person for
managing the alignment. The Director will be the main
liaison between state department, Superintendent and
staff. The Director will be the receiver/disseminator of
information from the state. The mandate serves as
marching papers for the Director and Coordinators.
Question a
1.) Have a team meeting (administration, curriculum
directors, board of education members, and department
chairs) to discuss how these new curriculum standards
can be incorporated — without sacrificing the current
basics of a curriculum that is highly successful. (Evidently,
in this district, declining student achievement isn’t a
problem). All parties involved in developing the
standards have to have ownership in it. I would encourage the team to refrain from completely ditching a
successful program because of a state mandate designed
to target problems elsewhere in the state.
䡲 Coordinators of Language Arts and Math will also be key
people in translating information from the state → district
level. The Coordinator will serve as lead facilitators of the
curriculum teams charged with the actual alignment of
the Subjects.
䡲 Teachers will serve as members of the curriculum teams
conducting the curriculum audits and matching the
existing curriculum with the State Mandated Curriculum.
Teachers will also develop lessons/curriculum for areas
where there is not a match to state mandate.
2.) Analyze test scores from the previous 3-5 years to see if
achievement actually was declining in your district. If
not, the slap on the wrist from the state may not be
worth ditching what is working.
䡲 Parents will serve on the curriculum teams to fulfill the
role of liaison from what is being planned and the impact
upon the full set of course offering to other parents via
PTO meetings...advisory meetings. Parents will be able to
provide an additional perspective of the workload from
the “home front.”
3.) Analyze benefits of gifted and talented program, and any
other program that may be adversely affected by this
major change in curriculum.
4.) Obtain curriculums from other districts that have
successfully incorporated these standards. You need to
assure the public and staff that it can be done without
sacrificing the quality of education that they enjoy now.
䡲 Students — a select group of students would be consulted
in the form of questionnaires re what they feel they need
to know, should be able to do relative to each subject.
5.) Offer to pilot test the program in your school to give
your students and staff the opportunity to see what the
test is like that assesses the new standards.
䡲 School Board members as policy makers re their role to
set/approve policy relative to Curriculum/Course offerings. School Board members are officers of the state and
as such are obligated to implement state mandates.
Question b
1.) Report on changes to other school activities/personnel
due to curriculum changes and proposals to address
resulting problems. Especially representatives of the
teacher’s organization(s).
Commentary: The responses to questions, taken together, are
clear and specific, although not as detailed and convincing as a
“3” level response. The discussion in questions a and c simply
focus on telling the members of the board of education what is
planned for the implementation of the mandates, instead of
involving them in any meaningful way. The responses to questions b and d are limited in scope in fail to consider many critical
issues and stakeholders.
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2.) Past assessment results — to see how much change, if
any, is needed.
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School Superintendent Assessment (1020)
3.) A comparison of the current curriculum with the new
proposed standards to analyze what will be tested in the
future that is not currently being taught. I think they
might be surprised at how little information will have to
be added to a currently successful curriculum to fully
incorporate state standards.
4.) Board — assuming that these standards are being
assessed as part of your school’s evaluation — there is a
feeling of considerable ownership on the part of board
members. Re-election can also be an issue.
Commentary: The responses to the four questions taken together
are vague and unclear. It is unclear how the response to question
a involves the board of education in any meaningful way and fails
to demonstrate an awareness of the responsibilities of the board.
The response to question b is limited and fails to address many of
the significant issues. The responses to questions c and d are also
limited and fail to address all parts of the questions.
Question c
1.) Steps to be taken in the process (show them how you
will arrive at the end product and how many different
groups will have input into it)
2.) A timeline for completion (make sure the board and
public know that you are actually addressing it and keep
them informed)
Sample Response 6 (Score = 1)
Question a
3.) Take the board of education and PTA representatives
to other districts that have successfully completed
this transition.
Steps to take.
1. The Superintendent should thoroughly immerse himself/
herself in understanding the state mandate. He must build
a knowledge base and be clear on the issues.
4.) Report to board from Curriculum Director explaining
exactly what is mandated and why.
Question d
2. He should then meet with the board of education
and listen closely to the questions and concerns and
attempt to inform them as to the implications of the
state mandate.
1.) Teachers — responsible for writing curriculum and
implementing it. They are held accountable to teach
what is being assessed by the state, by employers informally. These teachers aren’t going to be pleased if it
reflects poorly on them. They also think that this will
have financial ramifications — I think not. It’s a poor
administrator, if he can’t incorporate state standards
into the current curriculum without lengthening the
school day!
3. The Superintendent should meet with representative
stakeholders and listen closely to their questions, fears
and concerns. Here, too, he should inform them as to the
implications of the mandate.
4. Throughout this whole process the Superintendent
should represent a “voice of reason.” He should assure
all parties involved that the needs of their children
will always be paramount. This is an opportunity for
positive change.
2.) Parents — They need to have initial input into curriculum revision by pointing out what they deem important.
They also never want services or programs reduced.
3.) Students — Being the ones taking the actual assessment,
they need to put significant value on meeting these state
standards. Perhaps the reward of paying dual-credit fees
once they reach high school would be an appropriate
incentive for the school to pursue — if the state doesn’t
already do it.
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5. He should be aware of the increased budgetary costs, and
he should meet with the teachers’ group and plan appropriate compensation.
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Sample Exercises, Scoring Guides,
and Scored Responses
All of these steps are important because much of the
change in the field is chaotic. Because it is chaotic, we must
approach it rationally in order to bring real and lasting
change. Also, each of the aforementioned parties is important to the success of the state mandate. Without their
cooperation, positive change will not take place.
Question c
Question b
2. Create a Win/Win/Win scenario. Students are going to
win because the state mandate is going to provide higher
expectations and academic outcomes. Through creative
scheduling parents committed to the arts will have
programs they like (e.g., summer enrichment opportunities). The teachers will win because they will be compensated for their added contributions.
Essential Elements of a Plan for Reporting:
1. Where the district is now and where it could be. State
positively. Use stories from other districts that went
through the change successfully.
Topics on the Superintendent’s Agenda.
1. What specifically is mandated? Important to know what
the real issues are.
2. How do we comply with the mandate? This gives an
indication as to where the district is and what needs to
be done to get where it is supposed to be.
3. Cost estimate for the implementation of the state
mandate.
3. How much will this cost in:
a) new texts
4. State how the state mandate will be implemented and its
time frame.
b) teacher training/salaries/curriculum writing
5. Professional/Staff Development
c) longer work day for staff
Question d
d) possibly new equipment?
Specific Groups.
Important: To work within a budget.
1. Students — Higher achievement
4. Which program will be eliminated? Some program,
perhaps, ought to be eliminated. They really don’t have
the support of many stakeholders.
2. Parents — Students who achieve at a higher level. Some
won’t be happy because of what they perceive as a loss of
local control. Others will be happy that their children are
achieving at a higher level.
5. Can existing programs be absorbed into the new curriculum so that they won’t have to be eliminated?
Important — keep the best of all good programs.
3. The teacher’s group — They will receive added compensation and more relevant skills through staff development.
6. Can the school year be altered to get the “best of all
worlds” e.g., summer classes that are focused on the fine
arts? This is important in order to appease those who
demand certain programs.
4. The Curriculum and Instruction Dept. of GESD will be
stressed out because they will provide the leadership and
direction in this process.
5. The Board of Education will be able to tell the community that they are still in control and have successfully
complied with the state mandate.
7. How to present the changes in a positive light so that the
stakeholders (Board of Education., Parents, Teachers, the
State) will successfully work together for the education of
the students.
6. If successfully implemented the Superintendent will be
able to take credit for a job well done.
8. The State will be pacified until the next state mandate.
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School Superintendent Assessment (1020)
Question c
Commentary: The responses are vague and skeletal. Many of the
responses are inappropriate and fail to recognize the differences in
the role of the superintendent and that of the board of education.
The response to question c fails to involve key stakeholders in the
communication plan and the plan itself is vague. The response to
question d does not support the critical impact this mandate will
have on the stakeholders.
The superintendent is the spokesperson for the district. It
will be up to him/her to mount a PR campaign that will
show how great the school is. Possibly, each school could
host an open house where community members could visit
classrooms and see the children in action. Community
involvement is a very effective way of gaining support for
funds needed to implement these new programs.
Sample Response 7 (Score = 0)
Question d
The teachers and the students should always come first. It is
important that any change that is considered have as little
disruptive impact on their day as possible. We should always
consider them before we do anything. They should be
involved in the process from the start so that they feel
ownership in any change that impacts the curriculum or
their school day.
Question a
This is probably not something the superintendent will want
to get the Board of Education involved in initially. Since
this is a state mandate, the superintendent must immediately
begin to develop policies and regulations that will ensure the
smooth transition of this new curriculum into the school
district. The superintendent must demonstrate his/her
expertise in the curriculum arena and become an agent of
change in leading the district to success. Involving all
stakeholders in a collaborative process to refine the curriculum and teaching strategies will become pivotal in bringing
about any change.
Commentary: Responses fail to address the basic components of
the prompt. The responses are too broad and vague to offer a
sound and convincing basis for inferring anything positive about
the candidate’s understanding of and knowledge about the issues
raised. Some of the responses represent a fundamental misunderstanding of the issues and the respective roles of the superintendent and board of education. Overall, the responses reflect a
misreading of the documents and a general failure to address the
issues in an appropriate manner.
Question b
The first topic should be the draft of a letter to the state
explaining why the district should be exempt. The district
has had a great academic record and enlisting the support
of the community and the newspaper, it is possible that the
superintendent might be able to slow down this mandate.
If this does not work the team will have to come up with a
plan to introduce the curriculum in such a way that it will
have limited impact on the current educational program.
Next, the council will have to come up with a way to pay for
all this. Budgets are always tight, and whenever something is
added to the school program extra cost will be incurred.
Where will the money come from?
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Sample Response 8 (Score = 0)
Question a
The board of education represents the interests of the public
and the public good. In addition, the Board is in charge of
setting policy and funding all programs. It is imperative that
the superintendent sits down with the board and gets
direction for what is to be done. The state wants the schools
to change and this district better get on board so it can
maintain its reputation of excellence. The sooner the
superintendent get direction on this matter, the sooner the
school can put this whole issue to rest. In addition, the
superintendent should encourage the board of education
to go out into the community and start telling people what
the plans are for implementing this curriculum and the
positive benefits it will have on the children and their
academic success.
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Sample Exercises, Scoring Guides,
and Scored Responses
Question b
Commentary: Responses fail to address the basic components of
the prompt. Responses are too broad and vague to offer a sound
and convincing basis for inferring anything positive about the
candidate’s understanding of and knowledge about the issues
raised. Some of the responses represent a fundamental misunderstanding of the issues and fail to demonstrate an understanding of
the respective roles of the superintendent and board of education.
Overall, the responses reflect a misreading of the prompts and a
general failure to address the issues in an appropriate manner.
There are many things the council will have to consider.
The agenda should include: What’s the state curriculum
actually say, what are the implementation timelines, what do
students have to know to pass the test, how will this impact
our finances and length of school day. The superintendent
should also leave plenty of time for questions and answers,
this will help alleviate any fears people might have about
their job future or what they might be teaching next year.
Question c
Keeping the community informed will help insure the
success of the implementation of the new curriculum. The
board of education must be up front and honest with everyone. The first thing the board should do is appoint one of its
members as the official spokesperson. This is a key element
in any effective communication plan because this will
prevent mixed messages from being sent out to the public.
The board should develop a plan of regularly scheduled
meetings or press conferences so that the community knows
what’s going on every step of the way.
Module III:
Analysis of Information and Decision Making
Question d
Sample Exercise
The five exercises in the Analysis of Information and Design
Making module are scored on a 3-point scale, with 2 the
highest possible score and 0 the lowest. The response to the
two questions associated with each document are treated as
a single response for scoring purposes, so only one score is
assigned to each document.
Many stakeholders have responsibilities to make sure this
curriculum is implemented effectively. First and foremost are
the teachers. They will have to make it work and they must
know how important they are to the overall success of the
operation. Second, the parents must be told how they can
help their children succeed. Only with the involvement of
the parents, will the children accept these changes and have
success in the classroom. The last important group is the
principals. They are responsible for what goes on in the
classrooms and in the building and only they can control the
successful implementation of the new curriculum.
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Read the document below, and answer the two following
questions:
a. From the point of view of a superintendent, describe at
least three essential elements of effective communication.
b. Identify and explain at least three steps the superintendent could take to develop programs, techniques, and
channels for implementing this policy.
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School Superintendent Assessment (1020)
Document
Birch Grove Public School District
Policy #1000/1010
Policy
Concepts and Roles in Community Relations: Goals and Objectives
The Board of Education believes that school district-community relations should consist not solely
of an information program, but should encompass all aspects of the schools’ relationship with the
total community.
The Board of Education believes its school-community relations program should:
A. Promote public interest and participation in the operation of the school system;
B. Gather information about public attitudes toward the school system and its programs and report
them to the Superintendent and the Board;
C. Provide an honest, continuous, comprehensive flow of information about the policies, procedures, programs, problems and progress of the school system to the community and
the staff;
D. Develop the most effective means of communication with the school system’s public
audience and use available media as appropriate;
E. Develop programs in the school that will integrate home, school, and community in meeting
the needs of district pupils;
F.
Develop and maintain the confidence of the community in the school board and the
school staff;
G. Develop a climate that attracts good teachers and encourages staff to strive for excellence
in the educational program;
H. Anticipate and forestall problems that are brought about by lack of understanding;
I.
Evaluate past procedures in order to make improvements in future communications.
The superintendent shall be responsible for developing programs, techniques, and channels for
implementing this policy.
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Sample Exercises, Scoring Guides,
and Scored Responses
Standards 1 and 4
䡲 Develop partnerships with area businesses to promote and
enhance the school program (e.g., Career Day presentations, school-to-work programs, etc.)
Scoring Guide
䡲 Identify key communicators within the community to act
as public relations liaisons
Relevant ISLLC Standards
The following rubric, based on the standards cited, is used to
score all responses to the sample exercise:
Score: 1
Score: 2
Responses to the two questions, taken together, include two
specific and appropriate characteristics of effective communication from the superintendent’s point of view, such as
the following:
Responses to the two questions, taken together, include
three specific and appropriate elements of effective communication from the superintendent’s point of view, such as
the following:
䡲 The communication must be clear and free of jargon or
“education-speak”
䡲 The communication must be clear and free of jargon or
“education-speak.”
䡲 The communication should present issues and problems
with accurate, appropriate facts and other information to
dispel unfounded rumors
䡲 The communication should present issues and problems
with accurate, appropriate facts and other information to
dispel unfounded rumors
䡲 The communication must be addressed to and appropriate
for all stakeholders
䡲 The communication must be addressed to and appropriate
for all stakeholders
䡲 The communication should use a variety of media,
(written, oral, visual, etc.)
䡲 The communication should use a variety of media,
(written, oral, visual, etc.)
and:
and:
include two appropriate steps the superintendent could take
with an explanation for each, such as the following:
include three appropriate steps the superintendent could
take with an explanation of each, such as the following:
䡲 Establish on-going dialogue between school leaders and
community representatives
䡲 Establish on-going dialogue between school leaders and
community representatives
䡲 Develop a comprehensive plan to use media to promote
school programs (e.g., local newspapers and electronic
media, school newsletters, etc.)
䡲 Develop a comprehensive plan to use media to promote
school programs (e.g., local newspapers and electronic
media, school newsletters, etc.)
䡲 Develop a program that involves community participation in various school activities (e.g., Grandparents Day,
PTO programs, volunteer programs, etc.)
䡲 Develop a program that involves community participation in various school activities (e.g., Grandparents Day,
PTO programs, volunteer programs, etc.)
䡲 Develop partnerships with area businesses to promote and
enhance the school program (e.g., Career Day presentations, school-to-work programs, etc.)
䡲 Identify key communicators within the community to act
as public relations liaisons
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School Superintendent Assessment (1020)
Score: 0
B. 1.) Committees of key community stakeholders (Board
of Education members, parents, business people,
students, teachers, etc.) could be set up to address
different operations of the school systems and these
committees would be composed of different people.
The main purpose of the committees would be to
plan a commutation strategy.
Response demonstrates little or no understanding of the issues
related to the prompt, or does not indicate any appropriate
steps or understanding of effective communication.
Sample Responses:
The following are examples of actual responses given by
superintendent candidates to the sample exercise from
Analysis of Information and Decision Making. The score
assigned to each is written above each response. An italicized explanation of how the score was derived is included
below the response. Two examples are provided at each
score point.
2.) Develop and distribute questionnaires to all facets
of the education community to gather their input
about how the schools are doing and what the
schools should be like.
Sample Response 1 (Score = 2)
4.) Encourage the involvement of the community in
the schools through speakers, special school programs, etc. This will help stakeholders share in and
feel part of the educational process.
3.) Compose and distribute a newsletter throughout
the district and throughout to parents and
community members.
A. 1.) To be honest is a very important element. If you are
found trying to avoid situations or topics then you
will not be trusted.
5.) Involve everyone that you can in the decision
making process (representative people of different
areas of the educational community and community
at large).
2.) Timeliness is another important element. You must
prioritize and address issues and communicate in a
timely manner.
3.) When communicating, do so so that the intended
audience understands what it is you are trying say.
Do not try to impress people with big words or
references, just address the concern on the
audience’s level.
6.) Be seen throughout the community and talk and listen
to people and address any concerns that need to be.
Also be visible throughout the district buildings and
listen, talk and share with all staff member. An
ongoing dialogue between the school and the community in a variety of settings is important.
4.) Communicate with those that are affected or
involved using a variety of types of media (e.g.,
newspapers, radio, attendance at meetings,
newsletters, etc.).
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Commentary: The response identifies critical elements of effective
communication and describes some very appropriate steps needed
to implement the communication policy. The response addresses
the need for an ongoing dialogue with the school community and
the involvement of appropriate stakeholders in planning and
implementing the communication policy. In addition, the response
clearly articulates a reason or explanation for many of the
elements or steps.
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Sample Exercises, Scoring Guides,
and Scored Responses
䡲 Provide incentives...i.e. food, prizes, etc. for parents
and students to come to conferences and open houses.
Sample Response 2 (Score = 2)
A.) 䡲 A willingness and desire to communicate. An open
door attitude that makes it “comfortable” for patrons/
staff/students to visit the Superintendent’s office.
䡲 The purpose of each of the above is to be sure all
parts of the community are involved in the school
and know what it is going on in the classrooms and in
the school community. These steps will also ensure
that stakeholders have a chance not only to find out
what is going on, but to have a chance to voice their
opinions and concerns.
䡲 A willingness to work on speaking and writing skills.
Some are not as strong as others, but the need to
communicate through the media is growing and you
need to be able to express yourself both verbally and
by written means in an honest open manner.
䡲 A good rapport with your media. Make friends with
them early, invite them into your school often and
get them on board as a school supporter.
Commentary: The response defines several critical elements of
effective communication, including the use of media and community involvement in the schools. The plan described in question b
is effective and promotes the elements stated in the response to
question a. Furthermore, appropriate explanations are offered
throughout the response.
䡲 Get involved in community events. One of the best
communication tools is to be seen often in and out of
a school setting. Charitable events, banquets, town
team leagues, etc....be public. The reverse is also true.
Get the community involved in the school. Have
events in the schools that promote a partnership with
civic organizations, businesses, etc.
Sample Response 3 (Score = 1)
a) Element 1) Written: The superintendent must be able
to express himself/herself in written form
that is clear, concise, understandable
and digestible.
B.) 䡲 Weekly forums in the local paper. Nothing earth
shattering, just something in the paper each week
from yourself, principals, staff or students. Maybe a
student produced page for the paper.
Element 2) Oral: The superintendent must be able to
express his or her ideas, opinions, etc. in a
manner that all can follow and understand.
䡲 Monthly calendars and information sheets could be
sent home each month. Include breakfast and lunch
menus, dates of upcoming events, and timely information for the month.
Element 3) Transitional: The superintendent must be
sure that all of his communications can
be transitioned and understood among
all parties in which he/she attempts to
influence. The key here is the need to be
honest and present information in an
expedient manner.
䡲 Hold a school/town meeting. Publish an agenda in
the paper and invite the public to gather and discuss
those topics.
䡲 Encourage your principals to have their teachers
make monthly phone contacts with parents positive
as well as negative.
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b) Step 1)
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Create positive relations with the media (TV
Radio, Newspaper) by fostering dialogue on a
regular interval with them.
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School Superintendent Assessment (1020)
Step 2)
Work closely with the local Chamber of
Commerce to better sell the school system
to new business and industry.
Step 3)
Create system of appearing regularly on
the local broadcasting system (TV) Cable
Channel that allows system to highlight
itself. This allows system to be proactive
instead of reactive.
Sample Response 5 (Score = 0)
A- (1) Listening to the people in the community.
(2) Being involved in the community.
(3) Responding to question in a timely manner
1A- When the public brings an issue to the
superintendent he or she should listen to
all they have to say before answering or
defending the issue.
Commentary: The response presents a rather vague and somewhat limited view of the elements of effective communication. In
many cases the responses are repetitious and fail to present an
adequate range of critical communication elements or plans.
2A- Being active in the community so that the
superintendent is accessible.
Sample Response 4 (Score = 1)
3A- When an issue is presented to the superintendent — take time to investigate then respond
as soon as possible — go toward the issue not
away — (it won’t go away)
A. The superintendent must be able to speak to the public
in a language they understand. It must be free of technical
terms and other forms of vocabulary not readily used
outside schools. In addition, the superintendent should
make use of modern technology in communication with
the community. Local TV and radio would be most
effective, as would e-mail, web pages, and other computer
related applications.
(4) be proactive — look for potential problems so that
information can be communicated before the
problem arises.
B- (1) Develop a Citizens Advisory Committee. This
group would have a double effect upon
communication.
B. The steps the superintendent should take should include
the establishment of a school newsletter, programs that
would involve the community in the school, and inviting
guest speakers from various community organizations to
become involved in the classroom. These strategies will
permit the public access to the schools and keep them
informed of new and interesting programs. This will
generate public support for the schools that is critical for
assuring the success of all students.
(A) Be able to tell the superintendent what the
community is feeling.
(B) Be a sounding board for ideas and direction
the district is going.
(C) This group could get the superintendent’s
communications out to the public.
(2) News Letter to parents where a small section to
devoted to the Superintendent so he may address
the public.
Commentary: The response to questions a and b presents some
critical communication elements and steps for implementation,
however it is limited and fails to address many other issues found
in a “2” level response.
Commentary: Although the response to question a is limited,
it does suggest some critical communication elements for the
superintendent. The response to question b, however, fails to
address the prompt adequately. This second response simply lists
two steps and fails to appropriately explain at least one of them.
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Sample Exercises, Scoring Guides,
and Scored Responses
Sample Response 6 (Score = 0)
A.) 1.) A superintendent must be very descriptive and able
to effectively reach all patrons.
2.) They must be readily available within the community. Must be seen and heard:
3.) Must cover material that is conducive to the
welfare of all students. Positive approaches and
success stories.
B.) 1.) A superintendent should be seen and heard in the
community: Church, coffee shop etc.
2.) A weekly or monthly newsletter with information
that is about the district’s status. Also information
that shows the success of students. Include teacher
and other staff to be involved.
3.) Town meetings, board meetings, Church, Community wide events.
Commentary: The response, for the most part, is vague and
offers a very limited range of elements and steps. In addition, it
fails to provide any rationale or explanation for any part of the
plan described in the second response.
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The School Leaders Licensure Assessment
Test Prep Kit
Designed to assist examinees in preparing to take the test, the kit contains
general information about the construction of the test, an actual test, and
an annotated collection of actual examinee responses to illustrate how
responses were scored.The guide also includes suggestions for test
preparation, time planning, and understanding test questions.
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the ISLLC Standards to Practice . . . . . . . .
$36
by Karen Hessel and John Holloway (ETS, 2002) is the
groundbreaking book on school leadership that examines
the role of the school leader, as defined by the Interstate School
Leaders Licensure Consortium (ISLLC) Standards for School
Leaders. This book serves as a foundation and common language
for redefining the role of the school leader and serves as a
tool for school leaders to analyze their own practice.
What the Framework Provides:
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A clear research-based definition of effective school leadership
A guide for new administrators entering the profession
A structure for experienced administrators to improve their practice
Levels of performance (Rubics)
Accompanying text that fully describes the knowledge, disposition, and performance
indicators of the Standards more fully
The broad themes of each of the six ISLLC Standards are described as 24 component
tables that give a quick view of the levels of performance for each of the components based
on the developmental stages of the school leader.
Case Studies in School Leadership:
Keys to a Successful Principalship . . . . . . .
$39
by Karen Hessel and John Holloway (ETS, 2003) is based on A Framework
for School Leaders: Linking the ISLLC Standards to Practice. As a result of the
success of the first book, Educational Testing Service is proud to present the
next professional development product for school leaders. Case Studies in
School Leadership: Keys to a Successful Principalship expands on the rubics of the
first book and presents a range of authentic problems encountered by today’s
K-12 urban, suburban, and rural principals.The examples are real because the
authors for the case studies are practitioners from across the United States.
What the Case Study Provides:
● Opportunities to reflect on leadership while developing skills in decision making
and problem solving
● Specific strategies to improve the level of a principal’s performance
● A matrix linking the most important educational issue in each case to an ISLLC Standard
● Practical cases for judging performance
This book presents a collection of 12 real situations, presented as case studies, encountered
by today’s school principals.
To order and learn more about other Pathwise® products for School Leaders,
call 800-297-9051 or visit www.ets.org/pathwise.
51055-005282 • M53E7.5 • Printed in U.S.A.
I.N. 997153