SLLA Test PrepSLLA Test Prep

November 2008November 2008

Dr. Tamerin CapellinoDr. Tamerin Capellino

Test Prep Day #1 Test Prep Day #1 OverviewOverview

IntroductionsIntroductions What is the SLLA?What is the SLLA? ISLLC StandardsISLLC Standards Test Taking TipsTest Taking Tips Practice QuestionsPractice Questions

My StoryMy Story

National UniversityNational University Student AdvisorStudent Advisor Assistant PrincipalAssistant Principal PrincipalPrincipal University of La VerneUniversity of La Verne

What is the SLLA?What is the SLLA? The SLLA measures whether entry-level The SLLA measures whether entry-level

principals and other school leaders have principals and other school leaders have the standards-relevant knowledge believed the standards-relevant knowledge believed necessary for competent professional necessary for competent professional practice.practice.

6 hour written assessment6 hour written assessment Evaluation of Actions I (1 hr)- Ten vignettesEvaluation of Actions I (1 hr)- Ten vignettes Evaluation of Actions II (1 hr)- Six vignettesEvaluation of Actions II (1 hr)- Six vignettes Synthesis of Information and problem Solving (2 Synthesis of Information and problem Solving (2

hrs)- Two case studieshrs)- Two case studies Analysis of Information and Decision making (2 Analysis of Information and Decision making (2

hrs)- Seven documents hrs)- Seven documents

SLLA (cont.)SLLA (cont.)

Developed to address administration Developed to address administration shortage in the state of California and shortage in the state of California and to make the credentialing process to make the credentialing process easier for out of state candidates.easier for out of state candidates.

Passing Score: 173Passing Score: 173 Pass Rate: Approximately 80%Pass Rate: Approximately 80% Used by other states as Used by other states as part part of their of their

credential program.credential program.

What do I get if I pass?What do I get if I pass?

Certificate of Eligibility for Administrative Certificate of Eligibility for Administrative Services (until you secure administrative Services (until you secure administrative employment)employment)

Preliminary Administrative Credential (once Preliminary Administrative Credential (once secure your first administrative position; good secure your first administrative position; good for 5 years) for 5 years)

* Used to be called Tier I* Used to be called Tier I Professional Clear Administrative Services Professional Clear Administrative Services

Credential-requires completion of a mentoring Credential-requires completion of a mentoring program, portfolio, and/or coursework *Used program, portfolio, and/or coursework *Used to be called Tier II.to be called Tier II.

Credential Requirements Credential Requirements (CA)(CA)

A candidate for the Preliminary Administrative Services A candidate for the Preliminary Administrative Services Credential must complete one of the following:Credential must complete one of the following:

A valid Clear Teaching Credential requiring a baccalaureate A valid Clear Teaching Credential requiring a baccalaureate degree and a program of professional preparation, student degree and a program of professional preparation, student teaching;teaching;

A California Designated Subjects Teaching Credential; orA California Designated Subjects Teaching Credential; or A California Services Credential in Pupil Personnel Service, A California Services Credential in Pupil Personnel Service,

Health Services, Library Media Teaching services, or Clinical or Health Services, Library Media Teaching services, or Clinical or Rehabilitative Services which requires a bachelor's degree and Rehabilitative Services which requires a bachelor's degree and preparation with field practice.preparation with field practice.

The candidate must also:The candidate must also: Achieve a passing score on the California Basic Educational Skills Achieve a passing score on the California Basic Educational Skills

Test (CBEST); andTest (CBEST); and Have a minimum of 3 years of successful, full-time experience Have a minimum of 3 years of successful, full-time experience

in public schools, nonpublic schools, or private schools of in public schools, nonpublic schools, or private schools of equivalent status.equivalent status.

Have an offer of employment as a school administrator from a Have an offer of employment as a school administrator from a school district. (An individual who has completed school district. (An individual who has completed requirements one through four but does not have an offer of requirements one through four but does not have an offer of employment may apply for a Certificate of Eligibility which employment may apply for a Certificate of Eligibility which verifies completion of all requirements for the Preliminary verifies completion of all requirements for the Preliminary Administrative Services Credential and authorizes the holder Administrative Services Credential and authorizes the holder to seek employment). to seek employment).

Not Required but Not Required but Suggested for EmploymentSuggested for Employment

Master’s Degree (Required/preferred Master’s Degree (Required/preferred by some districts)by some districts)

Varied Leadership Experiences Varied Leadership Experiences (Coordinator, Department Chair, (Coordinator, Department Chair, Teacher on Special Assignment, etc.)Teacher on Special Assignment, etc.)

Well developed resumeWell developed resume Solid letters of recommendation that Solid letters of recommendation that

address your leadership abilityaddress your leadership ability

ISLLC Standards for School ISLLC Standards for School LeadersLeaders

National Standards for School National Standards for School Leaders used in part or whole by Leaders used in part or whole by many statesmany states Standard 1: VisionStandard 1: Vision Standard 2: School CultureStandard 2: School Culture Standard 3: ManagementStandard 3: Management Standard 4: CollaborationStandard 4: Collaboration Standard 5: Professional EthicsStandard 5: Professional Ethics Standard 6: Community AdvocatingStandard 6: Community Advocating

Don’t need to have memorized!Don’t need to have memorized!

Today’s Testing TipsToday’s Testing Tips

““There is no such thing as a wrong There is no such thing as a wrong answer”answer”

Bullet your way to success!Bullet your way to success! Use the Use the

Student/Parent/Staff/District/CommuStudent/Parent/Staff/District/Community model to address all nity model to address all stakeholdersstakeholders

Evaluation of Actions: Evaluation of Actions: Section I Section I

It is early December and the students in an It is early December and the students in an elementary school are practicing for the elementary school are practicing for the annual holiday concert. A parent phones annual holiday concert. A parent phones the school to insist that her child not be the school to insist that her child not be required to sing any of the Christmas required to sing any of the Christmas songs. The principal excuses the student songs. The principal excuses the student from participation in the music practice. from participation in the music practice. Do Do you agree with the principal's action? Give you agree with the principal's action? Give a rationale, citing factors that are relevant a rationale, citing factors that are relevant to a principal's decisions in such situations.to a principal's decisions in such situations.

Scoring RubricScoring Rubric

In order to achieveIn order to achieve a score of 2, the a score of 2, the response specifically cites the civil and/or response specifically cites the civil and/or religious rights of the parent/student, and religious rights of the parent/student, and includes at least one of the following:includes at least one of the following: meeting with the parent and student to meeting with the parent and student to

discuss the objection discuss the objection suggesting some alternative activity for the suggesting some alternative activity for the

studentstudent examining the content of the concert to examining the content of the concert to

determine its appropriateness for all determine its appropriateness for all students.students.

Evaluation of Actions IIEvaluation of Actions II

Evaluation of Actions: Section II Evaluation of Actions: Section II contains contains six longer vignettes. Each presents a dilemma six longer vignettes. Each presents a dilemma based on teaching and learning issues. The test based on teaching and learning issues. The test taker is asked a focused analytical question. taker is asked a focused analytical question. The response requires the test taker to balance The response requires the test taker to balance competing claims for resources, prioritize competing claims for resources, prioritize actions, articulate the instructional issues actions, articulate the instructional issues raised by the situation, explain instructional raised by the situation, explain instructional and curricular strategies appropriate in and curricular strategies appropriate in responding to the situation, and discuss the responding to the situation, and discuss the situation's instructional implications.situation's instructional implications.

Evaluation of Actions IIEvaluation of Actions II(10 minutes)(10 minutes)

In March a high school senior presents a letter from In March a high school senior presents a letter from his mother requesting, contrary to the school policy, his mother requesting, contrary to the school policy, that he be allowed to drop physics, because he is that he be allowed to drop physics, because he is failing class. He is also failing several other classes, failing class. He is also failing several other classes, but does not need to pass physics to graduate. The but does not need to pass physics to graduate. The principal consults with the student's counselor. principal consults with the student's counselor. They all concur that the student could be passing all They all concur that the student could be passing all his courses, including physics, if he worked harder. his courses, including physics, if he worked harder. However, the principal persuaded by the parent's However, the principal persuaded by the parent's argument, that the stress of physics is adversely argument, that the stress of physics is adversely affecting her son, authorizes the student to drop the affecting her son, authorizes the student to drop the course.course.

Evaluate the principal's course actions from the Evaluate the principal's course actions from the point of view of teaching and learning.point of view of teaching and learning.

Scoring RubricScoring Rubric In order to achieve a score of 2, the candidate's In order to achieve a score of 2, the candidate's

response must be primarily concerned with what response must be primarily concerned with what is in the best interest of the particular student. In is in the best interest of the particular student. In addition, the response cites any two of the addition, the response cites any two of the following:following: conferencing with the parent who may have essential conferencing with the parent who may have essential

information about the studentinformation about the student conferencing with the student to help the student conferencing with the student to help the student

confront and begin to solve the problemconfront and begin to solve the problem involving other appropriate staff members to address involving other appropriate staff members to address

possible causes/reasons for failurepossible causes/reasons for failure generating a plan of action that will provide support to generating a plan of action that will provide support to

the studentthe student working toward parent/student cooperation with the working toward parent/student cooperation with the

school, and their acceptance of responsibility for school, and their acceptance of responsibility for achieving passing grades in all other courses.achieving passing grades in all other courses.

Questions???Questions???

Next MeetingNext Meeting Date: November 19Date: November 19thth, 2008, 2008 Time: 3:30-5:30pmTime: 3:30-5:30pm Agenda:Agenda:

More practice questionsMore practice questions Key content knowledgeKey content knowledge Pacing yourself during the testPacing yourself during the test Other??Other??

0-0-