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Preparation Manual

068 Principal

TExES I Texas Examinations of Educator Standards

Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency.

This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certifi cation of Educators in Texas (ExCET) program. The TExES program

and the Examination for the Certifi cation of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and

ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services.

The State Board for Educator Certification (SBEC) hasdeveloped new standards for Texas educators that will delineatewhat the beginning educator should know and be able to do.These standards form the basis for new Texas Examinations ofEducator Standards (TExES). This initiative will impact allareas of Texas education—from the more than 100 approvedTexas educator preparation programs to the more than7,000 Texas school campuses. Texas students, local educators,parents, and the general public will benefit from this standards-based system, which is focused on enhancing the quality ofTexas educators and aligning the Texas system of educationfrom kindergarten through college.

This manual is designed to help examinees prepare for theTExES Principal test. Its purpose is to familiarize examineeswith the competencies to be assessed, test item formats, andpertinent study resources. Educator preparation program staffmay also find this information useful as they help examineesprepare for careers as principals or assistant principals.

Note: In fall 2000, new Principal and Superintendent ExCETtests were introduced. Although these two new tests representedthe first stage of the new testing and certification program, thenew program had not yet been renamed as TExES. As offall 2002, these two tests have been designated as TExES tests toreflect this change; however, the content and structure of thesetests have not changed.

K E Y F E A T U R E S O F T H E M A N U A L

LIST OF COMPETENCIES THAT WILL BE TESTED

STRATEGIES FOR ANSWERING TEST QUESTIONS

SAMPLE TEST ITEMS AND ANSWER KEY

If you have any questions after reading this preparation manualor you would like additional information about the new TExEStests or the educator standards, please visit the SBEC Web site atwww.sbec.state.tx.us.

1SECTION I: THE NEW TExES TEST FOR TEXAS

PRINCIPALS

DEVELOPMENT OF THE TExES PRINCIPAL TESTTAKING THE TExES TEST AND RECEIVING SCORES

3SECTION II: USING THE TEST FRAMEWORK

ORGANIZATION OF THE PRINCIPAL TEST FRAMEWORKSTUDYING FOR THE TExESTEST FRAMEWORK FOR PRINCIPAL (FIELD 068)

13SECTION III: APPROACHES TO RESPONDING TO ITEMS

INDIVIDUAL ITEMDECISION SET: SAMPLE STIMULUS MATERIALDECISION SET: ITEMSDECISION SET: SECOND STIMULUS

29SECTION IV: SAMPLE ITEMS

SAMPLE ITEMSANSWER KEYANSWER SHEET

93SECTION V: PREPARATION RESOURCES

JOURNALSOTHER SOURCES

S E C T I O N I : T H E N E W T E X E ST E S T F O R T E X A S P R I N C I P A L S

As required by the Texas Education Code, §21.048, successful performance on educator certificationexaminations is required for the issuance of a Texas educator certificate. The TExES Principal test iscriterion referenced. It is designed to measure the knowledge and skills delineated in the Principal testframework, which is based on the Principal standards that are listed in Texas Administrative CodeTitle 19, Part VII, Chapter 241.

The newly developed TExES Principal test is a selected-response, or multiple-choice, test designed tomeasure the requisite knowledge and skills that a beginning Texas principal must possess. This testincludes both individual, or stand-alone, items and items that are arranged in clustered decision sets basedon real-world situations faced by school principals and assistant principals in elementary, middle, or highschool settings.

DEVELOPMENT OF THE TExES PRINCIPAL TEST

Committees of Texas educators and interested citizens guide the development of the new TExES tests byparticipating in each stage of the test development process. These working committees are comprised ofTexas educators from public and charter schools, faculty from educator preparation programs, educationservice center staff, representatives from professional educator organizations, content experts, thebusiness community, and parents. The committees are balanced in terms of position, affiliation, years ofexperience, ethnicity, gender, and geographical diversity. The committee membership is rotated duringthe development process so that numerous Texas stakeholders may be actively involved. The steps in theprocess to develop the TExES Principal test are described below.

1. Develop Standards. A Standards Development Committee was convened to recommend what thebeginning principal should know and be able to do.

2. Review Standards. The committee reviewed and revised its draft standards. The revised draftstandards were placed into draft rules and were posted in the Texas Register for public review andcomment. The Principal standards were proposed by the SBEC, sent to the State Board of Educationfor its 90-day review, and finally adopted by the SBEC in January 1999.

3. Develop Framework. A Principal Test Framework Committee reviewed and revised a draft testframework that is based on the standards. The framework outlines the specific competencies to bemeasured in the new TExES Principal test.

4. Conduct Content Validation Survey. A representative sample of Texas educators who arepracticing principals or who prepare individuals to become principals were surveyed to determine therelative job importance of each competency outlined in the test framework for that content area.

5. Develop and Review New Test Items. The test contractor developed items designed to measure thecompetencies described in the Principal test framework. An Item Review Committee scrutinized thenewly developed test items for appropriateness of content and difficulty, clarity, alignment with thecompetencies, and potential ethnic, gender, and regional bias.

TExES Preparation Manual—Principal 1

6. Conduct Pilot Test of New Test Items. All of the newly developed test items that were deemedacceptable by the Item Review Committee were administered to an appropriate sample of Texaseducators.

7. Review Pilot Test Data and Conduct Preliminary Standard Setting. A Pilot Test Results ReviewCommittee reviewed all the statistical data gathered from the pilot test to ensure that the test items arevalid and free from bias. The committee also provided individual item judgments regarding apreliminary passing standard for the test.

8. Administer New TExES Principal Test. The new TExES Principal test has been constructed toreflect the competencies in the test framework. The test was administered to candidates forcertification beginning in fall 2000. An interim passing standard was equated to that of the previousExCET Principal test to maintain an equal level of difficulty for both tests.

9. Set New Passing Standard. A Standard Setting Committee was convened in October 2001 andrecommended a passing score for the new test. This recommendation was presented at theMarch 2002 SBEC Board Meeting when SBEC established the final passing standard for the new test.

TAKING THE TExES TEST AND RECEIVING SCORES

Please refer to the current TExES registration bulletin for information on test dates, sites, fees, registrationprocedures, and policies.

You will be sent a score report no later than four weeks after taking the Principal test.

• Your score report will indicate whether you have passed the test, were absent, or chose to cancel yourscore.

• Your score report will include a total test scaled score that is reported on a scale of 100–300. Theminimum passing score is a scaled score of 240. This score represents the minimum level ofcompetency required to be a principal in Texas public schools.

• Your report will also include scores of your performance in the various domains of the test and in thespecific content competencies of the test. Domain and competency scores are not scaled and onlyreflect the raw number of items you answered correctly.

— These scores provide valuable information for identifying the strengths and weaknesses in yourcontent preparation.

— This additional information can be used for further study or for preparing to retake the test.

• Additional information is included on the score report to help you interpret your results.

TExES Preparation Manual—Principal2

S E C T I O N I I :U S I N G T H E T E S T F R A M E W O R K

The Texas Examinations of Educator Standards (TExES) Principal examination is a test of the contentand professional knowledge required of an entry-level principal or assistant principal. This manual isdesigned to guide your preparation by helping you become familiar with the material that will be coveredon the test.

When preparing for this test, you should focus on the competencies and descriptive statements,which delineate the content that is eligible for testing. A portion of the content is represented in thesample items that are included in this manual. These test questions represent only a sample ofitems. Thus, your test preparation should focus on the complete content eligible for testing, asspecified in the competencies and descriptive statements.

ORGANIZATION OF THE PRINCIPAL TEST FRAMEWORK

The test framework is based on the certification standards for principals.

The content covered by this test is organized into sets of related concepts called domains. Within eachdomain, the content is defined by a set of competencies. Each competency is composed of two majorparts:

1. the competency statement, which broadly defines what an entry-level principal should knowand be able to do, and

2. the descriptive statements, which describe in greater detail the knowledge and skills eligiblefor testing.

An example of a competency and its accompanying descriptive statements is provided on the next page.


Sample Competency and Descriptive StatementsPrincipal (Field 068)COMPETENCIES FOR PRINCIPALSCompetency:

The principal knows how to shape campus culture by facilitating thedevelopment, articulation, implementation, and stewardship of a vision oflearning that is shared and supported by the school community.*

Descriptive Statements:The principal knows how to:

• create a campus culture that sets high expectations, promotes learning, andprovides intellectual stimulation for self, students, and staff.

• ensure that parents and other members of the community are an integral partof the campus culture.

• implement strategies to ensure the development of collegial relationships andeffective collaboration.

• respond appropriately to diverse needs in shaping the campus culture.

• use various types of information (e.g., demographic data, campus climateinventory results, student achievement data, emerging issues affectingeducation) to develop a campus vision and create a plan for implementingthe vision.

• use strategies for involving all stakeholders in planning processes to enablethe collaborative development of a shared campus vision focused on teachingand learning.

• facilitate the collaborative development of a plan that clearly articulatesobjectives and strategies for implementing a campus vision.

• align financial, human, and material resources to support implementation of acampus vision.

• establish procedures to assess and modify implementation plans to ensureachievement of the campus vision.

• support innovative thinking and risk taking within the school community andview unsuccessful experiences as learning opportunities.

• acknowledge and celebrate the contributions of students, staff, parents, andcommunity members toward realization of the campus vision.

* "School Community" includes students, staff, parents/caregivers, and communitymembers.


STUDYING FOR THE TExES

The following steps may be helpful in preparing for the TExES test.

1. Identify the information the test will cover by reading through the test competencies (see thefollowing pages in this section). The nine competencies for the TExES Principal test are given equalemphasis, and each competency will receive the same amount of coverage on the test.

2. Read each competency with its descriptive statements in order to get a more specific idea of theknowledge you will be required to demonstrate on the test. When you have become familiar with thecompetencies, consider those competencies about which you feel you know the most and the least.You may wish to use this review of the competencies to set priorities for your study time.

3. Review pages 93–96 for possible resources to consult. Also compile key materials from youruniversity coursework that are aligned with the competencies. You may also want to askadministrators currently working in successful schools to identify materials that have been key totheir success.

4. Study this manual for approaches to taking the Principal examination.

5. When using resources, concentrate on the key ideas and important concepts that are discussed in thecompetencies and descriptive statements.

NOTE: This preparation manual is the only TExES study material endorsed by the State Boardfor Educator Certification (SBEC). Other preparation materials may not accurately reflect thecontent of the test.


T E S T F R A M E W O R K F O R P R I N C I P A L( F I E L D 0 6 8 )

Domain I—School Community Leadership (approximately 33% of the test)Domain II—Instructional Leadership (approximately 44% of the test)Domain III—Administrative Leadership (approximately 22% of the test)

DOMAIN I—SCHOOL COMMUNITY LEADERSHIP*

Competency 001The principal knows how to shape campus culture by facilitating the development,articulation, implementation, and stewardship of a vision of learning that is sharedand supported by the school community.

The principal knows how to:

• create a campus culture that sets high expectations, promotes learning, andprovides intellectual stimulation for self, students, and staff.

• ensure that parents and other members of the community are an integral part ofthe campus culture.

• implement strategies to ensure the development of collegial relationships andeffective collaboration.

• respond appropriately to diverse needs in shaping the campus culture.

• use various types of information (e.g., demographic data, campus climateinventory results, student achievement data, emerging issues affectingeducation) to develop a campus vision and create a plan for implementingthe vision.

• use strategies for involving all stakeholders in planning processes to enable thecollaborative development of a shared campus vision focused on teaching andlearning.

• facilitate the collaborative development of a plan that clearly articulatesobjectives and strategies for implementing a campus vision.

• align financial, human, and material resources to support implementation of acampus vision.

• establish procedures to assess and modify implementation plans to ensureachievement of the campus vision.

• support innovative thinking and risk taking within the school community and viewunsuccessful experiences as learning opportunities.

• acknowledge and celebrate the contributions of students, staff, parents, andcommunity members toward realization of the campus vision.

* "School Community" includes students, staff, parents/caregivers, and community members.


Competency 002The principal knows how to communicate and collaborate with all members of theschool community, respond to diverse interests and needs, and mobilize resourcesto promote student success.


• communicate effectively with families and other community members in variededucational contexts.

• apply skills for building consensus and managing conflict.

• implement effective strategies for systematically communicating with andgathering input from all campus stakeholders.

• develop and implement strategies for effective internal and externalcommunications.

• develop and implement a comprehensive program of community relations thateffectively involves and informs multiple constituencies, including the media.

• provide varied and meaningful opportunities for parents/caregivers to beengaged in the education of their children.

• establish partnerships with parents/caregivers, businesses, and others in thecommunity to strengthen programs and support campus goals.

• communicate and work effectively with diverse groups in the school communityto ensure that all students have an equal opportunity for educational success.

• respond to pertinent political, social, and economic issues in the internal andexternal environment.

Competency 003The principal knows how to act with integrity, fairness, and in an ethical and legalmanner.


• model and promote the highest standard of conduct, ethical principles, andintegrity in decision making, actions, and behaviors.

• implement policies and procedures that promote professional educatorcompliance with The Code of Ethics and Standard Practices for TexasEducators.

• apply knowledge of ethical issues affecting education.

• apply legal guidelines (e.g., in relation to students with disabilities, bilingualeducation, confidentiality, discrimination) to protect the rights of students andstaff and to improve learning opportunities.

• apply laws, policies, and procedures in a fair and reasonable manner.

• articulate the importance of education in a free democratic society.

• serve as an advocate for all children.

• promote the continuous and appropriate development of all students.

• promote awareness of learning differences, multicultural awareness, gendersensitivity, and ethnic appreciation.


DOMAIN II—INSTRUCTIONAL LEADERSHIP

Competency 004The principal knows how to facilitate the design and implementation of curricula andstrategic plans that enhance teaching and learning; ensure alignment of curriculum,instruction, resources, and assessment; and promote the use of varied assessmentsto measure student performance.


• facilitate effective campus curriculum planning based on knowledge of variousfactors (e.g., emerging issues, occupational and economic trends, demographicdata, student learning data, motivation theory, teaching and learning theory,principles of curriculum design, human developmental processes, legalrequirements).

• facilitate the use of sound, research-based practice in the development,implementation, and evaluation of campus curricular, co-curricular, andextracurricular programs.

• facilitate campus participation in collaborative district planning, implementation,monitoring, and revision of curriculum to ensure appropriate scope, sequence,content, and alignment.

• facilitate the use of appropriate assessments to measure student learning andensure educational accountability.

• facilitate the use of technology, telecommunications, and information systems toenrich the campus curriculum.

• facilitate the effective coordination of campus curricular, co-curricular, andextracurricular programs in relation to other district programs.

• promote the use of creative thinking, critical thinking, and problem solving by staffand other campus stakeholders involved in curriculum design and delivery.


Competency 005The principal knows how to advocate, nurture, and sustain an instructional programand a campus culture that are conducive to student learning and staff professionalgrowth.


• facilitate the development of a campus learning organization that supportsinstructional improvement and change through ongoing study of relevantresearch and best practice.

• facilitate the implementation of sound, research-based instructional strategies,decisions, and programs in which multiple opportunities to learn and besuccessful are available to all students.

• create conditions that encourage staff, students, families/caregivers, and thecommunity to strive to achieve the campus vision.

• ensure that all students are provided high-quality, flexible instructional programswith appropriate resources and services to meet individual student needs.

• use formative and summative student assessment data to develop, support, andimprove campus instructional strategies and goals.

• facilitate the use and integration of technology, telecommunications, andinformation systems to enhance learning.

• facilitate the implementation of sound, research-based theories and techniquesof teaching, learning, classroom management, student discipline, and schoolsafety to ensure a campus environment conducive to teaching and learning.

• facilitate the development, implementation, evaluation, and refinement of studentservices and activity programs to fulfill academic, developmental, social, andcultural needs.

• analyze instructional needs and allocate resources effectively and equitably.

• analyze the implications of various factors (e.g., staffing patterns, classscheduling formats, school organizational structures, student disciplinepractices) for teaching and learning.

• ensure responsiveness to diverse sociological, linguistic, cultural, and otherfactors that may affect students' development and learning.


Competency 006The principal knows how to implement a staff evaluation and development system toimprove the performance of all staff members, select and implement appropriatemodels for supervision and staff development, and apply the legal requirements forpersonnel management.


• work collaboratively with other campus personnel to develop, implement,evaluate, and revise a comprehensive campus professional development planthat addresses staff needs and aligns professional development with identifiedgoals.

• facilitate the application of adult learning principles and motivation theory to allcampus professional development activities, including the use of appropriatecontent, processes, and contexts.

• allocate appropriate time, funding, and other needed resources to ensure theeffective implementation of professional development plans.

• implement effective, appropriate, and legal strategies for the recruitment,screening, selection, assignment, induction, development, evaluation, promotion,discipline, and dismissal of campus staff.

• use formative and summative evaluation procedures to enhance the knowledgeand skills of campus staff.

• diagnose campus organizational health and morale and implement strategies toprovide ongoing support to campus staff.

• engage in ongoing professional development activities to enhance one's ownknowledge and skills and to model lifelong learning.

Competency 007The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment.


• implement appropriate management techniques and group process skills todefine roles, assign functions, delegate authority, and determine accountabilityfor campus goal attainment.

• implement procedures for gathering, analyzing, and using data from a variety ofsources for informed campus decision making.

• frame, analyze, and resolve problems using appropriate problem-solvingtechniques and decision-making skills.

• use strategies for promoting collaborative decision making and problem solving,facilitating team building, and developing consensus.

• encourage and facilitate positive change, enlist support for change, andovercome obstacles to change.

• apply skills for monitoring and evaluating change and making neededadjustments to achieve goals.


DOMAIN III—ADMINISTRATIVE LEADERSHIP

Competency 008The principal knows how to apply principles of effective leadership and managementin relation to campus budgeting, personnel, resource utilization, financialmanagement, and technology use.


• apply procedures for effective budget planning and management.

• work collaboratively with stakeholders to develop campus budgets.

• acquire, allocate, and manage human, material, and financial resourcesaccording to district policies and campus priorities.

• apply laws and policies to ensure sound financial management in relation toaccounts, bidding, purchasing, and grants.

• use effective planning, time management, and organization of personnel tomaximize attainment of district and campus goals.

• develop and implement plans for using technology and information systems toenhance school management.

Competency 009The principal knows how to apply principles of leadership and management to thecampus physical plant and support systems to ensure a safe and effective learningenvironment.


• implement strategies that enable the school physical plant, equipment, andsupport systems to operate safely, efficiently, and effectively.

• apply strategies for ensuring the safety of students and personnel and foraddressing emergencies and security concerns.

• develop and implement procedures for crisis planning and for responding tocrises.

• apply local, state, and federal laws and policies to support sound decisionmaking related to school programs and operations (e.g., student services,food services, health services, transportation).



S E C T I O N I I I :A P P R O A C H E S T O R E S P O N D I N G

T O I T E M S

The purpose of this section is to describe test item formats that you will see on the Principal examinationand to suggest possible ways to approach thinking about and answering the test items. The approachesdescribed are meant as suggestions; you may want to try using them on the sample questions included inthe next section. However, these approaches are not intended to replace test-taking strategies that workfor you.

The items on the Principal test are designed to assess your knowledge of the content described in the testframework. On this examination, you will be expected to demonstrate more than just your ability torecall factual information; you may be asked to think critically about a situation, to analyze it, to considerit carefully, to compare it with other knowledge you have, or to make a judgment about it.

I T E M F O R M A T S

The TExES Principal test contains only selected-response, or multiple-choice, items. To answer an item,you must choose one of four answer choices labeled A, B, C, or D. When you are taking this test, it isbetter to guess than not to answer at all, even if you are uncertain about an answer. In the actual testingsituation, you may write in your test booklet, but your final response must be marked on the separateanswer sheet provided.

This test includes both individual items and items that are grouped into decision sets (sets of questionsabout a given situation). The following item is an example of an individual item.

INDIVIDUAL ITEM

Item 1: Example of an Individual ItemIn an individual item, a problem is presented as a direct question or as an incomplete statement, and fouranswer choices appear below the question. The following item is an example of this type. It assessesknowledge of Principal competency 004: The principal knows how to facilitate the design andimplementation of curricula and strategic plans that enhance teaching and learning; ensure alignment ofcurriculum, instruction, resources, and assessment; and promote the use of varied assessments tomeasure student performance.


One goal of a campus curricularprogram is to produce strong studentperformance as demonstrated bystandardized measures. Which of thefollowing factors is likely to be the mostaccurate predictor of the program'seffectiveness in meeting this goal?

A. the degree of consistency acrosssubject areas and grade levels ofthe instructional approaches usedto present content

B. the percent of the total campusbudget that is devoted tosupporting programs related toinstruction in the core curriculum

C. the extent of alignment among thecontent identified in curriculumdocuments, the content actuallydelivered, and the contentassessed

D. the percent of the total campusbudget that is devoted to support-ing innovative curricular pro-grams such as the instructionaluse of technology and telecom-munications

Suggested Approach

Read the item carefully and critically. Think about the situation it is describing and what it is asking.Eliminate any obviously wrong answers, select the correct answer choice, and mark it on your answersheet.

For example, as you read this question, consider the specified goal: producing strong studentperformance as demonstrated by standardized measures. The one factor that would be critical toachieving this goal would be the alignment of curriculum, instruction, and assessment. If, for example,the tests used did not measure what was actually taught in the classroom, students would be unlikely toperform well on the tests. Thus, such alignment would be an important predictor of effectiveness inmeeting the stated goal (option C). Whether teachers campus wide use the same instructional approaches(option A) would not be a significant factor; the same content can be taught effectively in many differentways. With regard to the other two options, the percentage of the campus budget allocated either toprograms supporting the core curriculum (option B) or to innovative programs (option D) would belargely irrelevant to student performance on standardized measures if curriculum, instruction, andassessment were not aligned.


DECISION SET: SAMPLE STIMULUS MATERIAL

The decision set format helps to simulate situations that school principals encounter and in which theymust make decisions that affect staff, students, and the larger school community. Each decision setbegins with stimulus material, which sets the scene and provides information to use in answering thequestions that follow. In many decision sets, additional stimulus material is provided as needed. Thisstimulus material typically provides additional information that you will need in order to answer the itemsthat follow.

The decision set stimulus material provides information essential to answering the questions that followit. The stimulus may include the level of the school (elementary, middle, or high school); a description ofthe community served by the campus; information about the campus staff in general or one or moreparticular staff members; or data, such as survey or test results. Each decision set stimulus describes asituation that the school leader is facing. The following sample shows the first stimulus for a decision setabout a middle school principal, Ms. James.

Ms. James, the new principal of Harmon Middle School, reviews the results of severalbatteries of standardized tests. She finds a wide discrepancy in the achievement levels ofdifferent student groups on the campus. She decides to investigate further by interviewingstudents, parents, and teachers and evaluating the campus climate.

The stimulus material presents essential information for the decision set. This stimulus indicates thatMs. James has recently become the principal of Harmon Middle School and that she has detected animportant "red flag" in students' test data: a gap in achievement levels among different groups ofstudents. The stimulus also indicates that Ms. James does not plan to take any immediate action but willfirst take steps to find out more about the situation.

In a decision set, the first stimulus is a critical scene-setter. As you consider the test questions thatfollow, check the stimulus as needed. As you progress through the decision set, additional stimuli mayintroduce new information. The decision set is often set up as a kind of story line that develops over time.You may find it helpful to skim all of the questions and stimulus materials in a decision set beforeanswering any questions. Such a quick read-through may give you a richer understanding of the contextfor the questions. However, as you select your answer for each question, be sure to base your choice ononly the information that has already been presented about the situation.

Regardless of the strategy you use, keep in mind that every piece of information in each stimulus andquestion is important. You should base your answers on the particular situation presented, not on similarsituations you have encountered or studied. With each item, you should think about the knowledge andskills outlined in the test framework.


DECISION SET: ITEMS

Item 1: Example of a Single ItemIn the single item format, a problem is presented as a direct question or as an incomplete statement, andfour answer choices appear below the question. The following item is an example of this type. Itassesses knowledge of Principal competency 005: The principal knows how to advocate, nurture, andsustain an instructional program and a campus culture that are conducive to student learning and staffprofessional growth.

To better understand the learningenvironment at Harmon, Ms. Jamesobserves students in a variety of schoolsettings. The clearest indication that theneeds of all students are not being metwould be the observation that particulargroups of students:

A. are socializing primarily withpeers from their culturalbackground.

B. sometimes require modificationsor support as part of theirinstructional plans.

C. are adopting behaviors ofschoolmates from other culturalgroups.

D. exhibit lack of confidence andmotivation regarding schoolwork.

Suggested Approach

Read the item carefully and critically. Think about the situation it is describing and what it is asking.Eliminate any obviously wrong answers, select the correct answer choice, and mark it on your answersheet.

For example, as you read this question, think about the factors a principal must consider in assessingwhether all members of a learning community have an equitable opportunity to achieve. As she observesstudents in her school, Ms. James must distinguish student behavior patterns that indicate normalpreadolescent development from patterns that may indicate that the needs of some students are not beingmet. In a middle school setting, peer groups are particularly important in students' development. The factthat students of a particular cultural background tend to socialize together is natural; peer groups typicallyform because their members have something important in common (option A). It is expected that somestudents may require additional assistance or attention from teachers (option B). Also, students seeking toidentify with a particular cultural group may well adopt some of that group's behaviors (option C). If,however, students from particular groups consistently show less confidence and motivation than otherstudents, the principal should recognize that discrimination against those students might be the reason andthat she should actively work to ensure that any such discrimination is eliminated. Therefore, option D isthe correct response.


Item 2: Example of an Item with a Correct Response SetAn item with a correct response set includes a stimulus followed by a set of statements numbered withRoman numerals. Below the set of statements are the four response options (i.e., A, B, C, and D). EachRoman numeral statement may or may not be correct in the context provided, and it is quite possible thatmore than one Roman numeral statement will be correct. Thus, the response options offer variouscombinations to consider as a complete answer. Though more than one of the Roman numeralstatements may be correct, only one response option (A, B, C, or D) contains all of the correctstatements and no incorrect statements. This format is illustrated by the following item, whichassesses Principal competency 005: The principal knows how to advocate, nurture, and sustain aninstructional program and a campus culture that are conducive to student learning and staff professionalgrowth.

During the past five years, the numberof students at Harmon who are recentimmigrants has increased. Ms. Jameswants to determine whether the needsof these students are being adequatelyaddressed. Which of the following dataabout the students would provide themost useful information for helping hermake this determination?

I. the percentage of these studentsplaced in special education

II. the number of these students inESL programs

III. the number of these studentsparticipating in extracurricularactivities sponsored by the school

IV. the percentage of these studentsenrolled in each of the school'selective courses

A. I and II only

B. I and III only

C. II and IV only

D. III and IV only

The purpose of the item format illustrated in the example is to present a common, real-world situation inwhich a question or problem may have more than one good solution. This format permits you to selectmore than one correct statement.


Suggested Approach

The following steps outline one approach to answering an item with a correct response set, such as theone in the preceding example.

Step 1 Read the question carefully.

Step 2 Read each Roman numeral statement, and if you are certain that the statement is CORRECT inthe context provided, place a check mark next to it. In the illustration below, statements I andII are checked to indicate that the examinee is certain that these statements are CORRECT.This item focuses on ensuring for all students an equitable opportunity to achieve. Ms. Jamesis actively seeking to eliminate discrimination in the learning community when she analyzesdata by disaggregating it for this group of students. She is aware that the percentages ofstudents identified for special education from various cultural backgrounds should be similarto that of other groups (statement I). If a relatively high percentage of students from aparticular cultural background is identified for special education services, that might indicatethat the tests used for determining eligibility are inappropriate for the school's population.Since she has followed demographic changes in the community, Ms. James is aware thatmany students are recent immigrants to the United States, and she is sensitive to their needfor instruction in English as a Second Language (statement II).

Step 3 Place an X by each statement that you are certain is NOT CORRECT in the context provided. Inthe illustration below, statement III is marked with an X to indicate that the examinee iscertain it is INCORRECT because a variety of factors may influence students' interest andparticipation in school-sponsored extracurricular activities. Therefore, the number ofstudents involved in these activities is not relevant to the learning needs of this group ofstudents.

I. the percentage of these studentsplaced in special education

II. the number of these students inESL programs

III. the number of these studentsparticipating in extracurricularactivities sponsored by the school

IV. the percentage of these studentsenrolled in each of the school'selective courses


Step 4 Draw a line through every response option (A, B, C, and D) containing a Roman numeralthat you have determined is incorrect. In the illustration below, a line has been drawnthrough answer choices B and D since they include Roman numeral III, which was markedincorrect by the examinee.

A. I and II only

B. I and III only

C. II and IV only

D. III and IV only

Step 5 Circle every response option that does NOT have a line through it and that contains Romannumeral statements that you are certain are correct. These are the options on which youshould focus and among which you should decide. In the illustration below, A is circledbecause it does not have a line through it and it contains Roman numerals I and II, whichwere marked as correct.

A. I and II only

B. I and III only

C. II and IV only

D. III and IV only

In some cases this technique will result in the elimination of all incorrect answers. In othercases (as in this example) you will still have one or more options about which you are unsure.Usually, however, this technique will result in fewer options from which to choose.


Step 6 Select the option that includes ALL statements that are correct. In this illustration, theexaminee is certain that Roman numerals I and II are correct statements, as explained earlier.The examinee is uncertain about whether Roman numeral IV is correct. However, if theexaminee selects response C because it contains Roman numeral II, the item would beanswered INCORRECTLY because it does not include Roman numeral I, which is also correct.The CORRECT response is A (I and II only) because only this answer choice includes ALL ofthe correct statements and NONE of the incorrect statements. (Roman numeral IV is incorrectbecause the percentage of students participating in a school's elective courses is determinedprimarily by students' own choices and scheduling constraints.)

DECISION SET: SECOND STIMULUS

The next five sample items in this section are a part of the same decision set. These five items follow asecond stimulus. Each sample item is followed by a suggested approach to answering it.

Additional stimulus material is sometimes provided in a decision set to provide more information or tointroduce a new development in a situation. In this case, the following stimulus supplies the conclusionMs. James reaches after interviewing faculty members.

After talking with numerous faculty members, Ms. James concludes that many teachersare unsure about what they ought to be doing to meet the needs of the campus's diversepopulation. She decides to bring up this issue at a faculty meeting.


Item 3: Single ItemThe following sample item tests knowledge of Principal competency 005: The principal knows how toadvocate, nurture, and sustain an instructional program and a campus culture that are conducive tostudent learning and staff professional growth.

At one point in the meeting, manyfaculty members say they want to findpractical ways to foster a strong senseof community among students in theirclassrooms. Which of the followingwould be the best instructional strategyfor Ms. James to suggest?

A. regularly calling on students topresent their cultural or ethnicperspective on issues beingstudied in class

B. developing a series of mini-units,each designed to highlight andcelebrate one cultural grouprepresented in the classroom

C. regularly implementing classroomactivities that involve small,culturally and ethnically mixedgroups of students

D. involving all students in a projectto explore relationships amongdifferent cultural groups in theirlocal community

To answer this question, you need to have an understanding of the kinds of activities that will help tobuild appreciation for diversity, an awareness of common needs, and the ability to work collaborativelytoward common ends. Options A and B might result in students' viewing their own or others' groups assingled out or celebrated only at certain times. Involving all students in exploring relationships amongcultures in the community (option D) may be a worthy project but could focus students' attention outsidethe school community. Building a sense of community among students, especially in a middle schoolsetting, can best be facilitated if the students have regular, meaningful opportunities to collaborate onclassroom activities. As students work together, they will discover similarities and shared values thatmay enhance their collaboration. Option C is the correct response.


Item 4: Single ItemThe following sample item tests knowledge of Principal competency 002: The principal knows how tocommunicate and collaborate with all members of the school community, respond to diverse interests andneeds, and mobilize resources to promote student success.

Ms. James suggests that all studentswould have a better chance to succeedif teachers developed effectivecommunication with the students'families. The teachers agree, butthey point out that some families seemreluctant to talk to them. Which of thefollowing steps should Ms. Jamessuggest that teachers try first to facilitatecommunication with these families?

A. telephoning each family to askhow the teacher can help makeschool/home communicationmore comfortable for them

B. drafting a letter to distributeto all families explaining theimportance of frequent interactionand communication betweenteachers and families

C. examining their own interactionswith families to determinewhether they as teachers havebeen sensitive to cultural andlanguage differences

D. asking school counselors tomeet with students from variouscultural backgrounds to discoverbetter ways to approach thestudents' families


This item focuses on a principal's responsibility for the flow of communication to various groups thatmake up the learning community and for ensuring that school staff are sensitive to the needs of thosegroups. Telephoning families to address the issue directly (option A) is an approach that some familiesmay find intrusive or embarrassing. Drafting a letter to families (option B) is impersonal and sets theschool up as authority rather than partner. Option D asks the counselors to take on a problem that needsto be addressed by the entire school community. Since all teachers communicate regularly with thefamilies of the students in their classes, it is appropriate for the principal to suggest that teachers shouldfirst examine their prior communication efforts to determine which have been conducive to effectivecommunication. Option C is the correct response.

Item 5: Single ItemThe following sample item tests knowledge of Principal competency 001: The principal knows how toshape campus culture by facilitating the development, articulation, implementation, and stewardship of avision of learning that is shared and supported by the school community.

Ms. James is concerned that a fewteachers may "write off" some studentseach year. Which of the followingshould be Ms. James's first step inmotivating these faculty members tobegin addressing the needs of allstudents?

A. asking faculty to submit ideasfor staff development that couldenhance teachers' abilities toaddress all students' needs

B. distributing to faculty legaland ethical guidelines abouteducational equity for allstudents

C. providing faculty with easy-to-implement strategies that couldimmediately improve instructionfor all students

D. encouraging faculty discussionthat will lead to a campus-widecommitment to meet the needs ofall students


This question requires a knowledge of strategies that a principal can use to guide the development of avision that reflects students' needs for academic achievement and success in life. Before any specificstrategies are implemented, the faculty must have an understood, shared commitment to meeting theneeds of all students, which makes option D the correct response. Encouraging faculty to submit ideasabout staff development activities (option A) is a good strategy, but it will not work without a sharedcommitment. Distributing legal and ethical guidelines (option B) before the faculty comes to a consensusmight actually cause resentment, thereby exacerbating the problem. Providing the faculty with easy-to-implement strategies (option C) might give the impression that the problem can be solved easily or thatsolving it is optional. Working for a campus-wide commitment, the best option, shows strong leadershipand is likely to lead to positive long-term change.

Item 6: Single ItemThe following sample item tests knowledge of Principal competency 002: The principal knows how tocommunicate and collaborate with all members of the school community, respond to diverse interests andneeds, and mobilize resources to promote student success.

An article in the local paper aboutHarmon's intention to improveeducation for all students leads topublic disagreement and animosityamong constituencies who tend tohave widely differing views aboutproblems on campus and how toaddress them. Which of the followingstrategies used by Ms. James and herstaff would probably best encouragemore productive dialogue and a morepositive attitude among these groups?

A. inviting stakeholders with variousviewpoints to meet and reachconsensus on ways to addressareas of disagreement

B. disseminating to key membersof each constituency importantinformation about major areasof disagreement

C. establishing a clearly definedset of procedures for resolvingdisagreements

D. advising all constituenciesthat the students are the onesmost likely to be hurt by theirdisagreements


This item centers on the school's role in reaching out to include the members of the larger community aspartners with the learning community. Simply disseminating information about major areas ofdisagreement (option B) is not likely to move constituency groups closer to agreement. Establishing a setof procedures for resolving disagreements (option C) could communicate an unwillingness on the part ofthe school leader to invite open discussion. Advising some members of the learning community that theiractions might hurt children (option D) is likely to create more animosity; the principal should keep inmind that most constituency groups' views are based on their own interests in children's education. Theprincipal is responsible for communicating with various groups in the community and must also listen andencourage honest dialogue among groups, helping them to understand the learning community's visionand including them in the decision-making process. Inviting involvement of people representing differentpoints of view will likely win community support. Option A is the correct response.


Item 7: Correct Response Set ItemThe following sample item tests knowledge of Principal competency 002: The principal knows how tocommunicate and collaborate with all members of the school community, respond to diverse interests andneeds, and mobilize resources to promote student success.

Eventually, changes begin to beimplemented at Harmon with generallystrong support from faculty, students,and parents. So Ms. James is surprisedwhen the local newspaper runs aneditorial highly critical of changes thathave occurred. Ms. James feels that theeditorial seriously misrepresents what isgoing on at the campus. Ms. James'sbest initial responses would be to:

I. invite the editor to tour thecampus and discuss the changesthat are taking place.

II. send the editor articles fromprofessional journals and othersources that justify the changesat Harmon.

III. urge interested staff to submitletters to the editor complainingabout the editorial.

IV. write a letter to the newspaper toclarify the learning community'smission and the rationale for thechanges.

A. I and III only

B. I and IV only

C. II and III only

D. II and IV only


This question addresses the role of the principal as an effective communicator of the learningcommunity's vision. Recognizing the impact that mass media have in shaping opinions, the principalshould proactively influence the media to enhance the mission of the learning community. Inviting theeditor of the local newspaper to tour the campus (statement I) shows confidence in the school staff and thesuccess of the changes they have implemented and communicates that confidence to the editor. Theprincipal has the responsibility to define what is expected in order to accomplish the school's mission andto communicate this mission publicly. A direct response to the newspaper, such as a well-written guesteditorial (statement IV), is an appropriate way for the principal to articulate that mission in a public forumand build support for the school in the larger community. Sending the editor journal articles (statementII) is a one-step-removed strategy: the principal needs to communicate the effectiveness of the changes atHarmon, not at other campuses. Urging other staff to respond to the editorial (statement III) couldcommunicate an unwillingness on the part of the principal to do so herself. Option B, which includesstatements I and IV, is the correct response.



S E C T I O N I V : S A M P L E I T E M S

This section presents some sample test items for you to review as part of your preparation for the test. Todemonstrate how each competency may be assessed, each sample item is accompanied by the competencythat it measures. While studying, you may wish to read the competency before and after you considereach sample item. Please note that the competency statements will not appear on the actual test form.Space has been provided for you to make notes on each item.

An answer key on page 90 follows the sample items. The answer key lists the item number and correctanswer for each sample test item. Please note that the answer key also lists the competency assessed byeach item and that the sample items are not necessarily presented in competency order.

Use the answer sheet on pages 91–92 to record your answers to the sample items, and then review youranswers against the answer key.

The sample items are included to illustrate the formats and types of items you will see on the test;however, your performance on the sample items should not be viewed as a predictor of yourperformance on the actual examination.


P R I N C I P A L

DECISION SET BEGINS HERE

Use the information below to answer the six questions that follow.

Mr. Jefferson, the principal of Fuller High School, attends a workshop on gender inequities inmathematics and science education. At the workshop, he views a videotape showing examples ofhow teachers may unintentionally contribute to such gender inequities through their instructionalpractices or interactions with students. Mr. Jefferson wants to recommend to the site-baseddecision-making committee that the faculty participate in a series of seminars on genderinequities. He brings a copy of the videotape to a meeting of the committee, which is consideringwhether to offer the series of seminars to the faculty.

1. Which of the following questions is mostimportant for the site-based decision-making committee to answer before goingahead with plans for the seminar series?

A. How are teachers' interpretationsof the concepts presented in theseminars likely to differ?

B. What are the most likely outcomesof presenting a seminar on genderinequities to the faculty?

C. Are teachers likely to recognizethe importance of improving theirunderstanding of this topic?

D. Would the seminars be compatiblewith the campus's comprehensiveprofessional development plan?

The item above measures competency 006:The principal knows how to implement a staff evaluation and developmentsystem to improve the performance of all staff members, select and implementappropriate models for supervision and staff development, and apply the legalrequirements for personnel management.


2. For the professional development seminarto be effective, Mr. Jefferson and the site-based decision-making committee shouldensure that it:

A. provides information that ispertinent to the experiences andneeds of teachers and studentsat the campus.

B. includes regular opportunities forthe principal to provide positivereinforcement to teachers.

C. is loosely structured and allowsteachers to work independently tostudy in detail topics and subtopicsof particular interest to them.

D. requires teachers to use criticalthinking skills to explore in detailthe problem under investigation.



3. Mr. Jefferson suggests that the firstseminar begin with a discussion ofdifferences teachers perceive in theperformance of males and females intheir classes, followed by brainstormingabout why teachers think such differencesexist. He explains that he would like theteachers to discover for themselves thatsome of their own practices might becontributing to gender inequities. Thisis a good strategy for opening the seminarmainly because it:

I. involves faculty as activeparticipants rather than aspassive observers.

II. communicates to faculty that theirinput and expertise is valued.

III. allows the principal to informallygauge faculty understanding ofthe topic.

IV. builds the faculty's skills at groupproblem solving in a meaningfulcontext.

A. I and II only

B. II and III only

C. I, II, and III only

D. II, III, and IV only



4. After brainstorming a list of teachingpractices that could contribute to genderinequities in mathematics and scienceinstruction, teachers view the videotapeMr. Jefferson purchased. Facultymembers take notes as they watch thevideo and then meet to share theirimpressions and observations. Thisstrategy best demonstrates Mr. Jefferson'sawareness that staff members:

A. will discuss weaknesses in theirteaching more openly with otherteachers than with campusadministrators.

B. will enjoy professional developmentactivities more if they involve grouptasks rather than individual tasks.

C. can convince one another of theefficacy of new teaching methodsby relaying testimonials of theirsuccess with those methods.

D. can increase their understandingby sharing with others ideas andinsights into the nature and scopeof a problem.

The item above measures competency 007:The principal knows how to apply organizational, decision-making, andproblem-solving skills to ensure an effective learning environment.


5. Mr. Jefferson and the teachers at theseminar discuss strategies for reducingthe potential for problems with genderinequity in mathematics and scienceinstruction. Which of the followingproposed strategies will most likely beeffective?

I. having students work regularlyin small groups consisting ofindividuals of both genders whohave similar ability levels

II. allowing boys and girls equalchances to participate in classactivities such as posing andanswering questions

III. providing opportunities forindependent study to allow studentsto pursue topics of interest to them

IV. offering after-school support groupsfor girls who feel they need extrahelp in mathematics and science

A. I and III only

B. I and IV only

C. II and III only

D. III and IV only

The item above measures competency 003:The principal knows how to act with integrity, fairness, and in an ethical andlegal manner.


6. By organizing this professionaldevelopment seminar, Mr. Jeffersonhas demonstrated his awareness thatan important role of a principal is to:

A. eliminate barriers to successand ensure that all studentshave multiple opportunitiesto achieve excellence.

B. encourage teachers to beconstructive risk takers andindependent problem solversin the classroom.

C. help teachers recognize thatthey are accountable for thesuccess or failure of studentsin their classrooms.

D. create an open environmentin which both students andteachers feel comfortabletalking with administrators.

DECISION SET ENDS HERE

The item above measures competency 001:The principal knows how to shape campus culture by facilitating thedevelopment, articulation, implementation, and stewardship of a vision oflearning that is shared and supported by the school community.



Use the information below to answer the five questions that follow.

Mr. Rodriguez has just been hired as the new principal of Henry B. Gonzales Elementary School.He wants to begin his new position on a positive note. To accomplish this, he develops thefollowing plan.

STEPS

1. Hold a series of meetings with faculty at the beginning of the school year to encourageteachers to air their views regarding campus strengths and needs and possible strategiesfor improving the functioning of the campus.

2. Work with teachers to begin developing a vision statement for the future of the campusand to identify key goals linked to that vision.

3. Form teams of teachers who will develop a specific plan to achieve one of the goalsagreed upon in Step 2.


7. Important benefits of the meetingsdescribed in Step 1 are most likelyto include:

I. giving Mr. Rodriguez a chance todefine for staff his sense of missionfor the learning community.

II. promoting a climate of trustbetween campus teachers andthe administration.

III. prompting the teachers to reflecton their own current professionalknowledge and skills.

IV. providing Mr. Rodriguez witha source of information forevaluating campus needs.

A. I and II only

B. I and III only

C. II and IV only

D. III and IV only



8. Which of the following criteria would beimportant to consider in evaluating theeffectiveness of plans implemented as aresult of Step 3?

I. Milestones and a timetable forimplementation of the plan arein place.

II. Data or anecdotal evidence isavailable to measure success.

III. The faculty has reached consensusabout the plan's success.

IV. Learning community members whoare implementing the plan have theresources and training they need.

A. I and III only

B. I, II, and IV only

C. II and III only




9. The greatest benefit of Step 3 is that it islikely to:

A. encourage innovation andcreative problem solving toachieve educational excellence.

B. facilitate the identification offaculty members to spearheadthe implementation of specificaction plans.

C. prompt staff to define and useagreed-upon criteria to self-assesstheir performance.

D. allow correlation of student learningwith the use of specific teachingpractices.



10. Mr. Rodriguez's plan could probably bestbe improved by:

A. clarifying his own desired outcomesfor the proposed changes.

B. delegating greater authority andcontrol to the faculty.

C. formally assessing the effectivenessof group processes between steps.

D. involving parents, students, andother staff in the process.

The item above measures competency 002:The principal knows how to communicate and collaborate with all members ofthe school community, respond to diverse interests and needs, and mobilizeresources to promote student success.


11. Mr. Rodriguez's plan is likely to be mosteffective in:

A. challenging teachers to articulatestandards they can use to evaluatetheir own instruction.

B. clarifying opportunities andchallenges likely to arise.

C. fostering among teachers a sensethat they share a common goal.

D. defining teachers' personalresponsibilities in fulfilling thelearning community's mission.





Ms. Mann, the principal of Driscoll Elementary School, meets with the 10-member MathematicsCurriculum Committee to discuss a report from Mike Harris, a mathematics teacher who recentlyattended a curriculum conference in Austin. He heard presentations about new approaches tomathematics instruction and has suggested that the Driscoll committee explore using some ofthese approaches. Even though a couple of the committee members are reluctant to "fix whatain't broke," most would like to move ahead with some modifications. They ask Ms. Mann tojoin them in examining the new methods, with the idea that any changes would be made slowly toavoid negatively affecting standardized test scores. They recall that the last time major changeswere made to the mathematics curriculum, test scores dropped and negative publicity resulted in"howls of protest" from parents.


12. Ms. Mann wants to be sure the committeetakes into account "Principles for aPositive Campus Climate," a set ofguidelines developed for Driscoll bythe site-based decision-making committeelast year. She also recalls that somecommittee members have expressedreluctance to move ahead with curriculummodifications. In this situation, whichof the following principles shouldMs. Mann emphasize as the mostimportant guidelines for the committee'swork on the new mathematics curriculum?

I. "Assume responsibility for makinglearning the constant goal and dailybusiness of everyone at the DriscollElementary School."

II. "Show respect at all times for ourwork, our students, the communityof which we are a part, and oneanother."

III. "Support one another withadvice, help, encouragement, andacknowledgment of excellence."

IV. "Take reasonable risks in workingtoward our goals and learn quicklyfrom our mistakes."

A. I and II only

B. I and IV only

C. II and III only

D. III and IV only



13. At the first meeting of the MathematicsCurriculum Committee, which of thefollowing would be the most effective wayfor Ms. Mann to show leadership and tosupport the work of the committee?

A. by gathering as much writtenmaterial as she can about newdevelopments in elementarymathematics education

B. by suggesting that the committeebrainstorm a list of positive andnegative elements of the currentmathematics curriculum

C. by obtaining comments about thecurrent mathematics curriculumfrom parents, community members,and students

D. by meeting with the committee toencourage its efforts and to helpclarify its goals, guidelines, andprocedures

The item above measures competency 004:The principal knows how to facilitate the design and implementation ofcurricula and strategic plans that enhance teaching and learning; ensurealignment of curriculum, instruction, resources, and assessment; and promotethe use of varied assessments to measure student performance.


14. Ms. Mann and the MathematicsCurriculum Committee develop a set ofquestions to consider as they evaluatepossible curriculum modifications. Whichof the following questions would be mostappropriate to include?

I. Is the modification based on thecharacteristics and needs of thestudents at the Driscoll School?

II. Will the modification result instudents' active engagement withmathematics content?

III. Is the modification compatible withthe teaching style of most facultymembers at the Driscoll School?

IV. What professional developmentwill teachers need to implementthe changes?

A. I and II only

B. II and III only

C. I, II, and IV only

D. I, III, and IV only



15. Over several months, the curriculumcommittee develops a new mathematicscurriculum that is significantly differentfrom the old one. Campus staff are nowplanning how to implement the newcurriculum. As principal, Ms. Mann canbest facilitate and support implementationof the new curriculum by:

A. defining how changes in themathematics curriculum willaffect other curricular areas.

B. ensuring time for staff training andconferencing on curriculum issues.

C. evaluating and selectinginstructional materials suitablefor the new curriculum.

D. identifying benchmarks of studentprogress and achievement.



After the committee has developed the new curriculum, Ms. Mann works with them to design acommunication plan to build support for the curriculum. As part of the plan, Ms. Mann will holda meeting with parents and community members to discuss the proposed goals, rationale, andfeatures of the new curriculum and to gather input for potential revisions before the newcurriculum is implemented.

16. Which two strategies are best forMs. Mann to employ at the meeting to laythe groundwork for long-term supportfrom families and community members?

I. communicating the length of time itmay take for favorable changes instudent achievement to occur afterthe new curriculum is implemented

II. encouraging them to contactteachers and make arrangements toobserve mathematics instruction inthe classroom

III. assuring them that the curriculumis well designed and asking thatthey trust the teachers' judgmentregarding mathematics instruction

IV. inviting them to submit in writingsuggestions for modifying theproposed curriculum before it isfinalized

A. I and II only

B. II and III only

C. I and IV only

D. III and IV only



17. Halfway through the meeting, severalparents voice strong objections to theproposed curriculum and say they seeno reason to change. Ms. Mann couldhave minimized the likelihood of suchopposition by using which of thefollowing strategies to begin the meeting?

A. describing the success ofother elementary campuses inimplementing new approachesto mathematics instruction

B. acknowledging that many parentsmay have misgivings about suchfundamental changes in themathematics curriculum

C. presenting data showing studentweaknesses in mathematics and thenrelating proposed changes to thoseareas of need

D. explaining that parents would havean opportunity to share commentsand questions after the presentationabout the new curriculum



18. Ms. Mann could best help ensure thesuccess of the new curriculum by askingparents to:

A. contact her or any of the curriculumcommittee members to share theirthoughts and questions about thenew curriculum.

B. educate themselves about trendsin mathematics education so theycan be informed partners withschool staff in implementing thenew curriculum.

C. help school staff assess theeffectiveness of the new curriculumby monitoring their children'shomework and reporting back tostaff on their progress.

D. display a positive attitude aboutthe new curriculum at home sothat their children will accept thechanges at the campus.



19. When discussing modifications tothe curriculum with parents and othergroups, the principal should be awarethat according to Texas law:

A. citizens can block theimplementation of a newcurriculum if a formal complaintis submitted to the legislature.

B. district teaching professionals cancast ballots to determine whether anew curriculum is adopted.

C. a special referendum must be passedbefore a new curriculum can beimplemented.

D. the curriculum must address grade-specific curricular content asdefined by the State Board ofEducation.





Mr. Jones, a seventh-grade teacher, comes to Ms. Winston, the new principal at Raleigh MiddleSchool, to discuss an issue that he says is of growing concern to classroom teachers. Mr. Jonessays that Admission, Review, and Dismissal (ARD) committees are more frequently determiningthat students with special needs should receive services in regular classrooms and that manyteachers believe that they are not prepared to provide appropriate instruction for these students."Many of us believe that the special education teachers are the ones who should be mainlyworking with these kids," he says. "They're the ones who have the specialized training."

20. Ms. Winston believes that the larger issuesraised by Mr. Jones must be addressed ifstudents with special needs are to beserved appropriately. Her encounter withMr. Jones suggests that the school is inneed of stronger leadership in the area of:

A. establishing formal communicationchannels through which teachers'concerns can be addressed.

B. preparing and supporting teachersso they can meet the needs of allstudents.

C. providing increased opportunitiesfor teachers to participate in schoolgovernance.

D. identifying more accurately thestudents who are in genuine needof special education services.



21. Mr. Jones also brings up the subject of astudent in his class who has a disabilityand receives special education services.This student is extremely disruptive andunruly. Mr. Jones urges Ms. Winston toconsider transferring the student to analternative education program (AEP). Inthis situation, Ms. Winston should beaware that:

A. changes in the placement of astudent who receives specialeducation services may be madeonly by the action of an admission,review, and dismissal committee.

B. she must obtain the approval of theschool's special-needs coordinatorbefore making any change in thestudent's placement.

C. changes in the placement of astudent who receives specialeducation services must be initiatedby a certified special educationteacher.

D. Mr. Jones must document thereasons for his request beforeMs. Winston can change thestudent's placement.



22. Which of the following would be the bestinitial step for Ms. Winston to take toensure that students with special needsreceive the services and support theyrequire?

A. Explore what relevant resourcesare available in the library mediacenter's collection of professionalbooks.

B. Review students' IEPs to determinewhat services teachers must beprepared to provide.

C. Investigate what professionaldevelopment activities or programsare being provided to classroomteachers.

D. Resolve to increase the amountof funding for special educationservices in the next year's budget.



After her meeting with Mr. Jones, Ms. Winston begins a review of the school's special educationservices and programs.

23. During her review, Ms. Winston notes thateach student's admission, review, anddismissal (ARD) committee includes aschool administrator as required by law.This requirement is important for which ofthe following reasons?

A. The ARD committee must includeat least one member with experiencein guiding groups of people withdiffering views and interests toreach consensus.

B. One member of the ARD committeemust have the authority to commitdistrict resources to provide servicesthat the committee recommends forthe student.

C. The ARD committee must includeat least one member who knowswhat special services are availablethrough the Regional ServiceCenter.

D. One member of the ARD committeemust have the experience to judgewhether any suggested modificationis likely to be successful.



24. In a folder of recent correspondence,Ms. Winston finds a letter from a parentcomplaining that a teacher is notadministering tests orally to his childas required by the student's IEP. Theprincipal's primary responsibility inregard to such complaints is to:

A. help parents understand why it isnot always possible for classroomteachers to adhere strictly to IEPspecifications.

B. give teachers the opportunity tovoice their objections pertaining tothe instructional modifications thatare specified in a student's IEP.

C. communicate to parents that theyshould deal directly with individualclassroom teachers about specificissues of concern.

D. make it clear to all teachers that theyare legally required to implementthe instructional modificationsspecified in a student's IEP.





Use the information below to answer the two questions that follow.

Several parents have contacted a middle school principal with regard to a concern they haveabout the school's extracurricular program. The parents say that after-school activities sometimesend early, leaving students to wait for up to 45 minutes, usually unattended, until the late busarrives.

25. Which of the following would be the mostimportant immediate step for the principalto take in response to this issue?

A. Appoint a staff member to gathermore information and report backas soon as possible regarding theextent of the problem.

B. Temporarily suspend extracurricularactivities until a task force is formedand is able to develop a permanentsolution to the problem.

C. Arrange for a staff member tobe responsible for supervisingany students who remain afterextracurricular activities end.

D. Assign each student a back-upactivity to report to if their chosenactivity ends early.

The item above measures competency 009:The principal knows how to apply principles of leadership and management tothe campus physical plant and support systems to ensure a safe and effectivelearning environment.


26. One parent argues that extracurricularprograms are not an integral part of aschool's academic mission. The parentalso charges that such programs areinherently unfair because not all studentschoose to, or are able to, participate. Thebest justification for the principal to offerin support of extracurricular programs isthat they:

A. generate revenues for the schoolthrough club-sponsored salesand event fees that help supportessential student services.

B. help fulfill the school's mission ofpromoting students' developmentacross a range of developmentaldomains.

C. contribute to the efficient use ofresources by ensuring that schoolfacilities are utilized for as manyhours in a day as possible.

D. provide opportunities for teachersand students to interact in contextsother than the regular classroomsetting.


The item above measures competency 005:The principal knows how to advocate, nurture, and sustain an instructionalprogram and a campus culture that are conducive to student learning and staffprofessional growth.



Gloria Smith, the principal of Oak Elementary School, has been reviewing the school's AcademicExcellence Indicator System (AEIS) campus report, which is printed on the following pages inits entirety. For the first time in its history, the school has received a "recognized" rating fromthe state. The principal praises the faculty for major improvements in instructional qualityand dramatic gains in student performance. Ms. Smith plans to meet with Oak's curriculumcommittees and the site-based decision-making committee to analyze the AEIS data in greaterdetail.

NOTE: The sample AEIS data reports provided are intended to be representative only. Thesample reports do not necessarily reflect current reporting formats.









27. Important benefits of the AEIS campusreport include:

I. providing parents with a convenientsummary of student performanceand other campus trends.

II. supplying individual campuses withthe information used in the state'sintegrated accountability system.

III. helping school leaders monitorprogress toward campusimprovement goals.

IV. furnishing comparative data onstudent performance trends at thecampus, district, and state level.

A. I and II only

B. I, III, and IV only

C. II and III only




28. Based on the AEIS data, which of thefollowing issues should be the principal'shighest priority in regard to mathematicsinstruction at Oak Elementary School?

A. Explore ways to strengthen the fifth-grade mathematics program.

B. Develop strategies to improve themathematics achievement ofeconomically disadvantagedstudents at all grade levels.

C. Explore ways to strengthen thethird-grade mathematics program.

D. Develop strategies to improvethe mathematics achievement ofHispanic students at all grade levels.



29. Members of the school's language artscurriculum committee analyze the AEISdata and then meet with Ms. Smith.Which of the following additional sourcesof information would best help Ms. Smithand the curriculum committee determinehow to improve the language artsprogram?

I. needs assessments of studentswho are members of minoritygroups

II. disaggregated data detailing studentperformance on specific objectivesof the TAAS reading and writingexams

III. a survey of community attitudesregarding the language artscurriculum

IV. summary data on student readingperformance averaged across allgrade levels

A. I and II only

B. I and IV only

C. II and III only

D. III and IV only



30. Ms. Smith studies the demographic data inthe staff information section of the campusAEIS report. These data most stronglysuggest a possible need to:

A. adjust the percentage of admin-istrative staff to match averages atthe district and state levels.

B. develop strategies for recruiting newteachers.

C. increase the number of educationalaides.

D. develop strategies for recruiting andretaining high-quality minority andmale teachers.

The item above measures competency 008:The principal knows how to apply principles of effective leadership andmanagement in relation to campus budgeting, personnel, resource utilization,financial management, and technology use.


31. Based on an analysis of the school'sprogram information in the AEIS report,which of the following questions wouldbe most important for Ms. Smith andmembers of the site-based decision-making committee to pursue?

A. What are possible additional sourcesof funding that could be used tosupport the school's gifted andtalented program?

B. What kinds of programs and otherservices are tried or consideredbefore students are referred to aspecial education program?

C. What are possible ways to increasethe number of teachers in theschool who are involved in thecompensatory education program?

D. What kinds of tests would betteridentify students for the school'sgifted and talented program?





Use the information below to answer the two questions that follow.

An elementary school principal is working with the school community to implement a plan tointegrate technology into the school's curriculum. The plan, which the principal developed with atechnology committee composed of school staff and other stakeholders, ensures that all teachersand students have consistent, convenient access to technologies for enriching the campuscurriculum. All teachers have received initial training in appropriate uses of these technologies.The teachers also have access to technical support services and relevant instructional resources,including descriptions of technology-based instructional activities that are aligned with thecampus curriculum. Many teachers have already begun to integrate the technologies intoclassroom instruction.


32. The principal observes that some teachersare skeptical about the technologyinitiative and are reluctant to implementtechnology-based instruction in theirclassrooms. Which of the followingresponses from the principal would mostlikely be effective in engaging theseteachers in the technology initiative?

A. encouraging the reluctant teachersto participate in additional staffdevelopment sessions to strengthentheir technology skills

B. meeting with the reluctant teachersto reiterate the benefits ofintegrating technology into thecampus curriculum

C. arranging for teachers who aresuccessfully using the newtechnologies to serve as models andmentors for the reluctant teachers

D. offering to support the reluctantteachers by personally observingtheir use of the new technologiesand providing constructive feedback



33. Several members of the technologycommittee express concern about thefuture of the technology plan, pointing outthat the school's new technologies couldbecome outmoded or obsolete within afew years. Which of the followingresponses from the principal would bestaddress the committee's concern?

A. directing the school's technicalsupport staff to prepare acomprehensive analysis of trendsin instructional technology

B. recommending that the committeeperiodically reevaluate the planand revise it as needed to takeadvantage of new innovationsand opportunities

C. expressing confidence that thecommittee has selected appropriate,durable technologies that will servethe school adequately for manyyears

D. suggesting that the committeedevelop and implement a newtechnology plan every two orthree years if sufficient funds areavailable




34. Over the past several years, the principalof a large middle school with a diversestaff and student population has helpedinstitute numerous campus initiatives,including:

• providing staff with training in waysto communicate high expectations toall students, regardless of gender,ethnicity, or disability;

• using antibias guidelines whenreviewing and updating curricula;

• holding seminars for students andstaff on the causes, effects, andprevention of discrimination andstereotyping; and

• incorporating multicultural activitiesand themes into all of the school'sregular traditions (e.g., homecoming,graduation, awards ceremonies).

These specific initiatives would be mosteffective toward fulfilling which of thefollowing responsibilities of a principal?

A. promoting the development ofcollegial relationships andteamwork among diverse staffmembers

B. establishing a collaborative processfor developing a shared vision of theschool's mission

C. ensuring that the school is incompliance with all state andfederal antidiscrimination laws

D. helping shape a campus culture thatresponds to the diverse needs of theschool community



35. The stakeholders at a school want todevelop a new vision of learning forthe school. Which of the followingstrategies would be most effective forthe stakeholders to pursue first indeveloping the new school vision?

A. developing a new mission statementthat articulates the vision

B. gathering information about theschool community's currentstrengths and needs

C. aligning financial, human, andmaterial resources behind the vision

D. developing an implementation planthat is collaborative and inclusive



36. An elementary school principal has beenleading an initiative aimed at improvingseveral key aspects of the campus.Throughout the process, the principalhas used a variety of communicationstrategies with members of the schoolcommunity (e.g., providing updates onthe initiative's progress through schoolnewsletters and the media; asking stake-holders to provide input, participate oncommittees, and review and respond todraft plans). These communicationstrategies are likely to be especiallyeffective for:

A. promoting a sense of stakeholderownership of the changes that willultimately be implemented.

B. ensuring that stakeholders willrespect each other's perspectivesregarding the changes.

C. eliminating the possibility thatthere will be disagreements amongstakeholders about the changes.

D. ensuring that the planned changesreflect the will of the majority ofstakeholders.



37. The principal, the site-based decision-making committee, and other stakeholdersat a middle school have been involvedin the process of curriculum updating.Throughout the process, the principalhas kept the larger school communityinformed of the updates and has receivedno negative feedback. However, nowthat the new curricula are about to beimplemented, some teachers, parents,and community members have begunvoicing concerns about some aspects ofthe curricula. Which of the followingresponse strategies would best help theprincipal avoid potential conflicts andbuild consensus among stakeholders?

A. Ask the stakeholders involved in thecurricular updates to research theavailability of less controversialcurricula that might be used in placeof the planned curricula.

B. Invite all stakeholders to a forumin which features of the curriculawill be presented and participantswill have the opportunity todiscuss their concerns and provideinput before the curricula areimplemented.

C. Issue a statement to all local mediaannouncing the new curricula andasking stakeholders to keep an openmind until the new programs havebeen implemented fully.

D. Meet with each of the concernedstakeholders one-on-one before thenew curricula are implemented toprovide them with additionalinformation and to try to persuadethem to support the new programs.



38. Ms. Wyatt, a principal who has lived andworked mainly in culturally homogeneouscommunities, has been hired to lead anelementary school with a culturallydiverse student population and teachingstaff. Ms. Wyatt wants to ensure effectivecommunication and collaboration withdiverse groups in the school community.Her best strategy for achieving this goalwould be to:

A. develop a comprehensive programof community relations that willinform multiple constituencies,including diverse stakeholders,of the school's needs.

B. strive to reach a diverse audiencewhen communicating her vision andher personal goals and expectationsfor the school by using a variety ofmedia and communication formats.

C. develop procedures for applyinglaws and policies related to diversitythat ensure that her interactions withall stakeholders are legal andappropriate.

D. strive to educate herself aboutthe educational concerns andperspectives of diverse stakeholdersand to solicit and respect their inputand feedback.



39. Which of the following would representunethical behavior by a school principal?

A. A student's parent informs theschool principal that the studenthas made a suicide attempt, and theprincipal provides the informationto the student's classroom teacherand guidance counselor.

B. After a school district announcesplans to make budget cuts, aschool's principal tries to influencedistrict administrators to reconsidertheir plans.

C. A school principal denies a requestby several faculty members tobe relieved of occasional bus-monitoring duties.

D. At a social gathering, a teacher asksher school's principal about anacquaintance who interviewed fora teaching job, and the principalcomments on the candidate's status.



40. A high school junior and his parentshave submitted a written request to theprincipal asking that a creative writingclass be added to the English curriculumin the coming school year. The studentis an avid writer who hopes to pursue acareer in writing. His parents feel thattaking such a course in high school willincrease the student's chances of beingaccepted by the college of his choice,which has a strong creative writingprogram and very selective admissionscriteria. Which of the following wouldbe the most appropriate action for theprincipal to take in response to such arequest?

A. Explain to the parents that curriculardecisions must be made in theinterests of all students and that,unfortunately, the request musttherefore be denied.

B. Determine whether any membersof the English department arequalified and willing to teach sucha course, and base the responseon this information and staffavailability.

C. Inform the parents that their requestwill be presented to a closedmeeting of the district's Board ofTrustees, which must make all finalrulings on any significant curriculardecisions.

D. Ask the curriculum committee toexplore whether the level of studentinterest would make such a coursefeasible or whether an independentstudy should be created.



41. The new principal of an elementaryschool that has a record of low studentachievement believes that the school'sinstructional program must be improvedsignificantly in order to make the campusacademic vision a reality for all students.Which of the following would be the mostappropriate first step for the principal totake to encourage the teaching staff toengage in a process of instructionalimprovement and change?

A. Meet informally with individualteachers and remind them of theimportance of participating inefforts to improve instruction atthe school.

B. Arrange to provide a stipendor other financial incentives toteachers who plan and implementchanges in their instructionalprograms.

C. Analyze student performancedata with teachers and help themidentify instructional areas thatshould be modified.

D. Ask teachers to develop campusgoals for instructional improvementand criteria for evaluating whetherthe goals have been achieved.



42. The student population at a school isbecoming increasingly diverse withrespect to factors such as students' homelanguages and cultural backgrounds.Which of the following responses to theschool's changing student populationwould likely be most effective in creatingan instructional program and campusculture conducive to all students' learningand achievement?

A. developing an instructional programin which students with similarabilities and needs are challengedto achieve at the highest levelspossible

B. initiating the development ofa unit of instruction, to be usedschoolwide at the beginning ofeach school year, that focuseson a multicultural theme andincorporates a variety ofmulticultural topics

C. reviewing the adequacy of currentsupport systems and staff devel-opment plans in light of thenew demographics and makingmodifications to meet the needsof all students

D. creating conditions within theinstructional program, such asoffering individuals exemptionsfrom classroom tests, that allowall students to have primarilysuccessful academic experiences



43. Educators at a middle school have adoptedand will soon begin implementing a newlanguage arts curriculum. The principaland curriculum committee want to ensurethat this change helps achieve campusgoals for student improvement. Which ofthe following actions would best addressthis concern?

A. Develop a comprehensive plan formonitoring student performance atselected points before and afterimplementation of the program andfor making adjustments as needed.

B. Analyze whether the implementa-tion of a new program is consistentwith the campus culture and thecampus mission.

C. Appoint a task force to identifyany problem areas in the newcurriculum before the initialimplementation takes place and toeliminate or revise the problems asneeded.

D. Investigate alternative curricularprograms that could be used at theschool in the event that the new oneproves unsuccessful.



44. A high school site-based decision-makingcommittee is considering instituting anopen-campus policy that would allowstudents to eat lunch off campus. Thecommittee has developed a list of fouroptions the school could adopt, rangingfrom the current closed-campus policy toan unrestricted open-campus policy.Which of the following steps would bemost important for the committee to takenext in the decision-making process?

A. Have members of the committeeselect one of the options bymajority vote and then use avariety of strategies to rally supportfor that option within the schoolcommunity.

B. Arrange a series of open forumsin which all members of the highschool's student body are invitedto share their opinions about whichoption they prefer.

C. Conduct a pilot test of each optionfor a brief period of time and thenconduct a survey to determinewhich one best met student andfaculty needs and preferences.

D. Gather information fromcomparable high schools withpolicies similar to the proposedoptions, including data on potentialeffects on student attendance,morale, and safety.



45. Which of the following budgetmanagement procedures would likelybe most effective in helping ensure thatcampus expenditures do not exceed thelimits of the approved campus budget?

A. requiring vendors to submitcompetitive bids for any goodsor services

B. reviewing current encumbrancesagainst the relevant campus accountbefore approving any purchaseorders to that account

C. establishing a system for staff touse to keep accurate records of alltextbooks, equipment, and suppliesin their care

D. ensuring that the campus hasreceived any goods or servicesbefore authorizing payments forthose goods or services

The item above measures competency 008:The principal knows how to apply principles of effective leadership andmanagement in relation to campus budgeting, personnel, resource utilization,financial management, and technology use.


46. The principal of a high school isreviewing operating costs for the building,which was built in the 1960s and is notenergy efficient. Air conditioning costs,in particular, are extremely high. Whichof the following would be the best firststep for the principal to take in an effort toincrease the building's energy efficiency?

A. Encourage the use of fans and/orspace heaters in classrooms.

B. Ask custodial staff to begin creatinga list of areas of greatest energy lossin the school.

C. Recommend that the school receivea comprehensive energy audit.

D. Replace all incandescent lightingin the school with fluorescentlighting.



47. A new bus company is awarded thetransportation contract for a schooldistrict. After the first few weeks ofschool, an elementary school principalnotices that the number of complaintsfrom parents regarding disorderlybehavior on the buses has risensubstantially from the previous year.Which of the following steps shouldthe principal take first in addressingthis situation?

A. Investigate how the bus driversemployed by the new bus companyare trained regarding techniques fordisciplining disruptive students andmaintaining order on the bus.

B. Invite parents to ride the buses fora few days in order to observe thebehavior of the students and theability of the drivers to maintainorder.

C. Suggest that parents who havecomplained about disorderlybehavior document in writingthe driver's reactions to specificincidents of student misbehavior.

D. Ask the district superintendentto make funds available to installcameras on all buses to monitorstudent behavior during the rideto and from school.



48. Which of the following would be a schoolprincipal's best approach for monitoringroutine custodial tasks?

A. Meet with the head custodian at theend of each week and ask him or herto summarize the previous week'sactivities.

B. Conduct regular walk-throughs ofthe building using a checklist tonote the status of all areas of thebuilding.

C. Advise teachers to contact theprincipal immediately if classroomsand common rooms are not properlymaintained.

D. Make frequent unannouncedinspections of different sectionsof the building and grounds in theearly weeks of each school term.



49. Ms. Rogers, the principal of an elementaryschool, wants to arrange for communityvolunteers to spend a weekend cleaning upthe playground, reseeding the soccer field,and building new climbing structuresfor the school's students. Which of thefollowing steps would be most importantfor Ms. Rogers to take before imple-menting this plan?

A. Review the school's insurancepolicy to make sure that allvolunteers are covered in theevent of injury.

B. Arrange for paid staff members tobe present during the weekend tosupervise the work of thevolunteers.

C. Check the school custodian'scontract to determine if the jobdescription prohibits the use ofvolunteers in this manner.

D. Consult with appropriate districtpersonnel about the extent of theschool's liability in this situation.



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S E C T I O N V :P R E P A R A T I O N R E S O U R C E S

In addition to the specific resources listed below, you may wish to refer to the following.

• Publications from local, state, and national professional organizations

• College textbooks

• Class notes and other assignments

You may also wish to consult a representative from a Texas educator preparation program in your arearegarding other potential resources specific to this field.

The following list of resources has been compiled to assist you in finding relevant materials as youprepare to take the Principal test. This list is to be considered not as complete, but as representative of thekinds of resources currently available. There may be other materials that may be helpful to you inpreparing to take the test.

Keep in mind that the use of these materials does not guarantee successful performance on the test.

JOURNALS

These journals provide up-to-date information about the field. You may wish to use current issues toreview certain topics that you have identified for study and review.

ASCD Update, Association for Supervision and Curriculum Development.

ASCD Yearbooks, Association for Supervision and Curriculum Development.

Communicator, National Association of Elementary School Principals.

Curriculum Update, Association for Supervision and Curriculum Development.

Educational Leadership, Association for Supervision and Curriculum Development.

INSIGHT, Texas Association of School Administrators.

Leadership News, American Association of School Administrators.

NASSP Newsleader, National Association of Secondary School Principals.

NASSP Tips for Principals, National Association of Secondary School Principals.

Phi Delta Kappan, Phi Delta Kappa.

Principal, National Association of Elementary School Principals.

TASSP News Highlights, Texas Association of Secondary School Principals.


TEPSA Journal, Texas Elementary Principals and Supervisors Association.

Texas Study, Texas Association of Secondary School Principals.

The Executive Educator, National School Boards Association.

OTHER SOURCES

Amundson, Kristen. (1988) Challenges for School Leaders. Arlington, VA: American Association ofSchool Administrators.

An Educator's Guide to Schoolwide Reform. (1999) Arlington, VA: Educational Research Service.

Barth, Roland. (1990) Improving Schools from Within. San Francisco: Jossey-Bass Publishers.

Board Basics. (1993) Texas Association of School Boards.

Bruer, John T. (1994) Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA:The MIT Press.

Byham, W. C. (1989) The Lightning of Empowerment: How to Improve Quality, Productivity, andEmployee Satisfaction. Pittsburgh: Development Dimensions International Press.

Cawelti, Gordon, ed. (1999) Handbook of Research on Improving Student Achievement, 2nd edition.Arlington, VA: Educational Research Service.

Cook, W. J. (1990) Bill Cook's Strategic Planning for America's Schools. Arlington, VA: AmericanAssociation of School Administrators. (Also available from Texas Association of SchoolAdministrators, Austin, TX.)

Covey, S. R. (1990) Principle-Centered Leadership. New York: Simon and Schuster.

Deal, T. E., and Peterson, K. D. (1991) The Principal's Role in Shaping School Culture. Washington,DC: Office of Educational Research and Improvement (OERI), U.S. Department of Education.(Also available from Texas Association of School Administrators, Austin, TX.)

Deal, T. E., and Peterson, K. D. (1998) Shaping School Culture: The Heart of Leadership. SanFrancisco: Jossey-Bass Publishers.

Dede, Chris, ed. (1998) Learning With Technology. (ASCD Yearbook) Alexandria, VA: Associationfor Supervision and Curriculum Development.

Diaz, Carlos, ed. (1992) Multicultural Education for the 21st Century. Washington, DC: NationalEducation Association Professional Library, National Education Association.

Glasser, W. (1990) The Quality School: Managing Students Without Coercion. New York: Harper &Row Publishers.

Goodlad, John. (1994) The Continuing Agenda for Our Nation's Schools. New York: College EntranceExamination Board.

Goodlad, John. (1994) Educational Renewal: Better Teachers, Better Schools. San Francisco: Jossey-Bass Publishers.


Goodlad, John. (1994) What Schools Are For. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Hopkins, D., Ainscow, M., and West, W. (1994) School Improvement in an Era of Change. New York:Teachers College Press.

Idol, Lorna. (1997) Creating Collaborative and Inclusive Schools. Austin, TX: Eitel Press.

Johnson, David W., Johnson, Roger T., and Johnson, Edythe Holubec. (1994) The New Circles ofLearning: Cooperation in the Classroom. Association for Supervision and CurriculumDevelopment.

Joyce, B., and Showers, B. (1988) Student Achievement Through Staff Development. White Plains, NY:Longman.

Joyce, B., ed. (1990) Changing School Culture Through Staff Development. (1990 ASCD Yearbook)Alexandria, VA: Association for Supervision and Curriculum Development.

Kemerer, Frank, and Walsh, Jim. (1996) The Educator's Guide to Texas School Law, 4th Edition.Austin, TX: University of Texas Press.

Kowalski, Theodore J. (1995) Case Studies on Educational Administration, Second Edition. WhitePlains, NY: Longman.

LaBrecque, Rodney J. (1998) Effective Department and Team Leaders: A Practical Guide. Norwood,MA: Christopher-Gordon Publishers, Inc.

Lambert, Linda. (1998) Building Leadership Capacity in Schools. Alexandria, VA: Association forSupervision and Curriculum Development.

Learner-Centered Schools for Texas—A Vision of Texas Educators. (1997, July) Austin: State Board forEducator Certification.

Murphy, Joseph, and Hallinger, Philip. (1993) Restructuring Schooling: Learning from OngoingEfforts. Newbury Park, CA: Corwin Press.

Murphy, Joseph, and Louis, Karen Seashore, eds. (1999) Handbook of Research on EducationalAdministration, 2nd edition. San Francisco: Jossey-Bass Publishers.

National PTA. (2000) Building Successful Partnerships: A Guide for Developing Parent and FamilyInvolvement. National Education Service.

Parkay, Forrest W., and Hall, Gene E. (1992) Becoming a Principal: The Challenge of BeginningLeadership. Boston: Allyn and Bacon.

Resource Guide for Total Quality Management in Texas Schools. (1992) Austin, TX: Texas Associationof School Administrators.

Robbins, Pam, and Alvy, Harvey B. (1995) The Principal's Companion: Strategies and Hints to Makethe Job Easier. Thousand Oaks, CA: Corwin Press, Inc.


Rosenholtz, S. (1989) Teachers' Workplace: The Social Organization of Schools. New York:Longman.

Schlechty, P. C. (1991) Schools for the 21st Century: Leadership Imperatives for Educational Reform.San Francisco: Jossey-Bass Publishers.

Schmoker, Mike. (1999) Results: The Key to Continuous School Improvement, 2nd Edition.Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. J., and Wilson, R. B. (1993) Total Quality Education: Profiles of Schools ThatDemonstrate the Power of Deming's Management Principles. Bloomington, IN: Phi DeltaKappa Educational Foundation.

Sergiovanni, Thomas J. (1999) The Lifeworld of Leadership: Creating Culture, Community, andPersonal Meaning in Our Schools. San Francisco: Jossey-Bass Publishers.

Sergiovanni, Thomas J. (1994) Building Community in Schools. San Francisco: Jossey-Bass Publishers.

Students with Disabilities and Special Education, Twelfth Edition. (1995) Rosemont, MN: DataResearch, Inc.

Toward Quality in Education: The Leadership Odyssey. (1993) Washington, DC: NationalLEADership Network Study Group on Restructuring Schools. (Also available from Texas LEADCenter and from Texas Association of School Administrators, Austin, TX.)

Wallace, Richard C., Jr. (1996) From Vision to Practice. Thousand Oaks, CA: Corwin Press, Inc.


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