NYSTCE - SLASchool Leadership Assessment Preparation

Educational Administration & School Leadership Programs

The College of Saint Rose

Key Web Addresses to Access in Preparation for the AssessmentOverview of Person Test Center – video (4 min.)http://www.pearsonvue.com/ppc/

To register:https://www.nystce.nesinc.com/TestView.aspx?f=HTML_FRAG/NY107_TestPage.html

Practice Testhttps://www.mometrix.com/academy/nystce/school-building-leader/

Practice videos:https://www.youtube.com/watch?v=aIR-qlRbW4Uhttps://www.youtube.com/watch?v=_f7ycXL2Jlshttps://www.youtube.com/watch?v=y8mQbeU7Eewhttps://www.youtube.com/watch?v=R4QU7lUIU-Y

NYS Study Guides:Part I. http://www.nystce.nesinc.com/Content/STUDYGUIDE/NY_SG_SRI_107_subtest1.htm Sample performance tasks:http://www.nystce.nesinc.com/Content/STUDYGUIDE/NY_SG_CRI_107_subtest1.htm

Part II. http://www.nystce.nesinc.com/Content/STUDYGUIDE/NY_SG_Vid_107_subtest2.htm Sample performance tasks:http://www.nystce.nesinc.com/Content/STUDYGUIDE/NY_SG_SRI_107_subtest2.htmhttp://www.nystce.nesinc.com/Content/STUDYGUIDE/NY_SG_CRI_107_subtest2.htm

Effective March, 2019

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NYSTCE – SLA School Leadership Assessment Preparation

Table of Contents – Test Preparation

Study Guide

Assessment Design & Overview ……………………………………………………… 3-4SBL Assessment Framework Leadership Competencies ……………………………………. 5-11Field 107: School Building Leader Part 1: Sample Selected-Response Items ………….. 12

Documents 1-3 ……………………………………………………………… 13-15Sample Questions -Response Items 1-5 …………………………………………….. 16-17Answers to items 1-5 ………………………………………………………………. 19-20

Field 107: School Building Leader Part 1: Sample Performance Tasks …………………... 21Documents 1-6 ………………………………………………………………. 22-28Sample Performance Task Response Questions 1-8 ……………………………. 29Sample Response to Assignment ……………………………………………… 31-32Analysis of the Sample Response ……………………………………………… 33

Field 108: School Building Leader Part 2: Video Observation/Analysis …………… 34-35Teacher Observation Rubric ……………………………………………………….. 36-37Video Description ……………………………………………………….. 38-39Performance Characteristics ……………………………………………………….. 40

Field 108: School Building Leader Part 2: Sample Selected-Response Items ……………. 41-42Documents 1-3 ………………………………………………………………… 42-44Sample Questions to Selected-Response Questions ……………………………… 45-46Answers to questions 1-6 ……………………………………………….. 48-49

Educating All Students – Overview ……………………………………………….. 50EAS Assessment Framework Leadership Competencies ……………………………… 51-55Field 201: Educating All Students (EAS) Study Guide ………………………………………. 56

Exhibit 1-3 ………………………………………………………………… 56-58Sample Test Questions 1-5 (4 selected response + 1 constructed response) ……. 59-60Answers to Questions 1-5 ………………………………………………………… 62-63

Observations, Suggestions & Strategies ………………………………………………… 64-65

Many materials contained herein are provided by the New York State Education Department and Pearson Educational and are commonly available on-line at various web sites.

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NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONSFIELDS 107/108: (SEPT 2013) SCHOOL BUILDING LEADER

Assessment Design & Overview

1. Assessment consists of two parts, two separate tests.

2. Must achieve a score that meets or exceeds a performance standard for each part.

3. Each part consists of selected-response items and three performance tasks.

4. Part 1: Emphasis on instructional leadershipa. one extended performance task (analyze multiple data – identify strengths & needs &

strategies for improvementb. two shorter performance tasks (scenario and data on school's culture or learning

environment)

5. Part Two: Emphasis on human capital management.a. includes two extended performance tasks (analyze and evaluate a teacher's video-

recorded classroom performance; and to analyze teacher evaluation data)b. one shorter performance task involving either family engagement in a school or school

interactions with a community

6. Both Part One and Part Two include selected-response item sets. Each set requirescandidates to read a school-based scenario and analyze several pieces of authenticevidence relevant to the competency being assessed in order to answer questions. Within each part, each selected response item counts the same toward the total test score for that part.

7. The total testing time is four hours for each part. Candidates are free to set their own paceduring the test administration.

8. Estimates were used to determine the total test time for Part One:a. Extended performance task is designed with the expectation of a response up to 60

minutes.b. Each shorter performance task is designed with the expectation of a response up to 30

minutes.c. The selected-response items are designed with the expectation of response time up to 120

minutes.

9. Estimates were used to determine the total test time for Part Two:a. Each extended performance task is designed with the expectation of a response up to 70

minutes.b. Each shorter performance task is designed with the expectation of a response up to 40

minutes.c. The selected-response items are designed with the expectation of response time up to 60

minutes.

10. The breakdown of Part 1 & 2 is listed below.

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Part 1:

Part 2:

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NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONSFIELDS 107/108: (SEPT 2013) SCHOOL BUILDING LEADER

ASSESSMENT FRAMEWORK LEADERSHIP COMPETENCIES

Part OneInstructional Leadership for Student SuccessSchool Culture and Learning Environment to Promote Excellence and Equity

Part TwoDeveloping Human Capital to Improve Teacher and Staff Effectiveness and Student AchievementFamily and Community EngagementOperational Systems, Data Systems, and Legal Guidelines to Support Achievement of School Goals

The School Building Leader has the overall knowledge and skills necessary to:

Lead stakeholders in developing and implementing a shared vision and goals focused on high levels of student learning and achievement.

Use student achievement data and other evidence to identify vision-aligned goals and to develop, implement, and monitor plans to achieve goals.

Possess deep and comprehensive knowledge of research-supported practices for curriculum, instruction, and assessment.

Develop and sustain a rigorous, standards-based, data-driven educational program. Encourage and enable all students to be successful learners and teachers to perform at a high level. Develop and enhance an organizational culture of academic excellence, exemplary behavior, and

equity that is responsive to all types of student diversity. Promote students' and educators' accountability for their own performance and outcomes. Promote the success of every student. Possess the knowledge and skills necessary for developing a skilled and dedicated school staff through

effective hiring, evaluation, supervision, and professional development opportunities matched to staff needs.

Promote a professional learning community of teachers, administrators, and other staff committed to achieving the school vision and goals through ongoing collaboration, professional growth, planning, sharing, and problem solving.

Build positive, productive relationships with families, the business community, institutions of higher education, nonprofit organizations, and other members of the community and gain their active involvement and support in developing and sustaining a strong school program.

Understand and adhere to legal and ethical guidelines relevant to school leadership and know how to implement organizational, fiscal, and operational management systems and practices that support achievement of school goals for teaching and learning.

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FIELDS 107/108: (SEPT 2013) SCHOOL BUILDING LEADER ASSESSMENT FRAMEWORK

FIELD 107: (SEPT 2013) SCHOOL BUILDING LEADER, PART ONECOMPETENCY 0001—INSTRUCTIONAL LEADERSHIP FOR STUDENT SUCCESS

Performance Expectations

The New York State School Building Leader:

a. Leads the learning community in developing, articulating, and implementing a shared vision of high levels of learning for every student and effective, research-supported curriculum and instructional practice in every classroom.

b. Uses the vision and relevant data to analyze patterns and trends; identify ambitious goals for improved performance; and develop, implement, evaluate, and monitor plans to achieve those goals.

c. Maintains an intense focus on building a learning organization that is responsive to the needs of all students in preparing them to be college and career ready.

d. Uses assessment data to monitor instructional outcomes and identify needs for improved teaching and learning, establishes systems and practices that support individual accountability for results, and advocates on behalf of student learning.

Performance Indicators

a. collaboratively developing and implementing a school vision of high achievementand college/career readiness for all studentsb. collecting, analyzing, and using data to identify vision-aligned goals for improvedteaching and learning; developing plans to achieve goals; monitoring andevaluating plan progress and effectiveness; and revising plans as neededc. establishing and leading a comprehensive, coherent, and challenging curricularand assessment program aligned to state and college/career readiness standards,including the New York State P–12 Common Core Learning Standardsd. planning, organizing, supervising, monitoring, and supporting a rigorousinstructional program based on research- or evidence-based best practices forcurriculum, instruction, and assessmente. leading collaborative efforts to use student assessment data to monitor studentprogress, identify instructional strengths and needs, and develop plans forimproved learningf. ensuring teachers' use of instructional practices that promote academicengagement and success for every student, including students with diversecharacteristics and needs (e.g., English Language Learners, students withdisabilities)g. using technology and information systems to enhance curriculum and instruction,support student learning, and monitor instructional effectivenessh. ensuring that time spent on quality instruction is maximizedi. establishing and using monitoring and accountability systems to evaluate theimpact of the instructional program and ensure accountability for resultsj. using data to anticipate emerging trends and advocate on behalf of students

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FIELD 107: (SEPT 2013) SCHOOL BUILDING LEADER, PART ONE

COMPETENCY 0002—SCHOOL CULTURE AND LEARNING ENVIRONMENT TOPROMOTE EXCELLENCE AND EQUITY

Performance Expectations

The New York State School Building Leader:

a. Develops, nurtures, and sustains a school culture of achievement focused on rigorous academic and behavior standards and a relentless commitment to high levels of student learning.

b. Works with others in the school community to create a safe, supportive, equitable, and fair environment for all individuals and groups; to use resources efficiently and effectively; and to ensure that consideration of students' academic and social-emotional needs is at the center of all school decision making.

c. Ensures consistent implementation of the building code of conduct and serves as a model of professional, ethical, and respectful behavior at all times.

Performance Indicators

a. establishing an organizational culture of shared commitment to academicexcellence and exemplary behavior for all studentsb. ensuring that teachers set rigorous academic and behavior expectations for everystudentc. promoting an environment in which students are consistently learning, respectful,and on task and are active and engaged learnersd. ensuring that student needs are the primary consideration in all aspects of schooldecision making and resource usee. creating a personalized, motivating, safe, supportive, and equitable learningenvironment that is responsive to and respectful of student diversity; that supportseach student in achieving at the highest levels; and that promotes students' senseof responsibility and accountability for their own learningf. ensuring all students full and equitable access to educational programs, curricula,and available supports and safeguarding the values of democracy and diversityg. using effective and equitable behavior management systems and systems forsupporting students' social-emotional developmenth. modeling professional, ethical, and respectful behavior at all times

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FIELD 108: (SEPT 2013) SCHOOL BUILDING LEADER, PART TWO

COMPETENCY 0001—DEVELOPING HUMAN CAPITAL TO IMPROVE TEACHERAND STAFF EFFECTIVENESS AND STUDENT ACHIEVEMENT

Performance Expectations

The New York State School Building Leader:

a. Recruits and retains high-quality staff while fostering continuous improvement in instructional and leadership quality and student achievement.

b. Oversees the development of a professional learning community whose members are committed to achieving the school vision and goals through collaboration, planning, and problem solving grounded in reflection on and analysis of current student and school performance.

c. Uses effective observation and evaluation procedures to evaluate the performance of teachers and other staff, provides differentiated professional growth opportunities to improve performance for all staff and learning for all students, and adheres to requirements related to human resource administration.

Performance Indicators

Applies knowledge of skills and strategies for:a. establishing an organizational culture of shared commitment to academicexcellence and exemplary behavior for all studentsb. ensuring that teachers set rigorous academic and behavior expectations for everystudentc. promoting an environment in which students are consistently learning, respectful,and on task and are active and engaged learnersd. ensuring that student needs are the primary consideration in all aspects of schooldecision making and resource usee. creating a personalized, motivating, safe, supportive, and equitable learningenvironment that is responsive to and respectful of student diversity; that supportseach student in achieving at the highest levels; and that promotes students' senseof responsibility and accountability for their own learningf. ensuring all students full and equitable access to educational programs, curricula,and available supports and safeguarding the values of democracy and diversityg. using effective and equitable behavior management systems and systems forsupporting students' social-emotional developmenth. modeling professional, ethical, and respectful behavior at all times

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FIELD 108: (SEPT 2013) SCHOOL BUILDING LEADER, PART TWO

COMPETENCY 0001—DEVELOPING HUMAN CAPITAL TO IMPROVE TEACHERAND STAFF EFFECTIVENESS AND STUDENT ACHIEVEMENT

Performance Expectations

The New York State School Building Leader:

a. Recruits and retains high-quality staff while fostering continuous improvement in instructional and leadership quality and student achievement.

b. Oversees the development of a professional learning community whose members are committed to achieving the school vision and goals through collaboration, planning, and problem solving grounded in reflection on and analysis of current student and school performance.

c. Uses effective observation and evaluation procedures to evaluate the performance of teachers and other staff, provides differentiated professional growth opportunities to improve performance for all staff and learning for all students, and adheres to requirements related to human resource administration.

Performance Indicators

a. recruiting, developing, and retaining teachers and other staff to supportachievement of school goalsb. assigning and scheduling teachers and other staff to meet student needs andsupport school goalsc. designing and implementing effective induction and mentoring plans to support,retain, and improve the performance of new teachersd. creating a professional learning community characterized by teamwork, reflectivepractice, discussion, sharing, problem solving, initiative, innovation, and actionresearch whose members are committed to continuous improvement of theorganizatione. creating professional growth plans and using supervisory approaches appropriateto teacher strengths and needsf. observing and evaluating the performance of teachers and other staff functioning atdifferent levels, and providing effective feedbackg. orchestrating high-quality coaching, workshops, team meetings, and otherprofessional learning opportunities to promote professional growth for teachereffectiveness and student learningh. providing formal and informal opportunities to mentor emerging leaders, promoteteacher leadership, and create a leadership pipelinei. acting in accordance with local policies and procedures and state and federal lawsand regulations related to human resource administration; processes of collectivebargaining and contract management; and issues of equity, diversity, and fairness

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FIELD 108: (SEPT 2013) SCHOOL BUILDING LEADER, PART TWOCOMPETENCY 0002—FAMILY AND COMMUNITY ENGAGEMENT

Performance Expectations

The New York State School Building Leader:

a. Effectively promotes and sustains family and community engagement to support student learning and school improvement efforts.

b. Uses leadership skills to reach out to diverse constituencies, develop positive relationships, and create partnerships beneficial to the school and its students.

Performance Indicators

a. guiding staff to establish and maintain positive, productive, and respectfulrelationships with parents/guardians and engage them in their children's learningb. engaging families and the community to support planning and implementation ofchangec. promoting family involvement in children's education and developing partnershipswith families that improve the school's ability to achieve goals for student successd. building productive partnerships and other relationships with the businesscommunity, institutions of higher education, nonprofit organizations, and others inthe community to meet specific school needse. responding effectively to diverse family and community interests and needsf. establishing effective communication systems between the school and outsidestakeholders, including using community and media relations and publicinformation strategies

COMPETENCY 0003—OPERATIONAL SYSTEMS, DATA SYSTEMS, AND LEGALGUIDELINES TO SUPPORT ACHIEVEMENT OF SCHOOL GOALS

Performance Expectations

The New York State School Building Leader:

a. Uses, maintains, and monitors effective technological, fiscal, and operational systems and practices and ensures adherence to legal requirements in support of a school organization focused on effective teaching and learning.

Performance Indicators

a. using technological tools and data systems to support organizational managementand increase organizational effectivenessb. planning, managing, and monitoring school budgets, and allocating, aligning, andefficiently utilizing fiscal resources to achieve educational goals and prioritiesusing knowledge of public school financing, sources of funding, restrictions on theuses of funding, and strategies for obtaining additional resources (e.g., grants) tosupport school programs and promote student success

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d. using efficient and effective procedures for accurate financial management,including recordkeeping, reporting, and internal controls, consistent with legalrequirementse. using procedures for allocating and utilizing space and time effectively to meeteducational needs and for providing a safe, secure, and healthy environment for allstudents and stafff. using procedures for building and information security, crisis planning andprevention, and emergency management in the school settingg. using practices to enable the school's physical plant and equipment to operatesafely, efficiently, and effectivelyh. adhering to laws, regulations, and ethical standards related to student, staff, andparent/guardian rights, protections, and responsibilities; educational equity; studentsafety and welfare; students with disabilities, students who are English LanguageLearners, and other protected classes; building management; and other mattersrelevant to school leadership

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Study GuideField 107: School Building Leader Part 1Sample Selected-Response ItemsExpand All | Collapse All

Competency 0001Instructional Leadership for Student Success

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

Ms. L has served as the school building leader at Central Avenue High School for several years. The school is located in an urban district and enrolls approximately 1,870 students. Many of the teachers at Central Avenue have taught at the school for ten years or more. A majority is consistently rated effective or highly effective, but close to 20 percent has been rated ineffective or developing at some point over the last five years.

Student performance at Central Avenue has generally lagged behind state and district performance. Three years ago, the district undertook an initiative to implement Data-Driven Instruction and Inquiry (DDI) in all district schools. Recognizing DDI as a powerful tool for improving student performance, Ms. L led a building-wide effort to implement fully the district’s DDI system at Central Avenue. The school began administering district-adopted inventory and quarterly assessments, with data analysis conducted at department-wide meetings. Since then, the school’s performance on standardized assessments has improved overall, with mathematics showing particularly significant gains. A strong commitment to the use of DDI by mathematics faculty has been credited for a good deal of this improvement. Improvement in English Language Arts (ELA) has been minimal, however, and student performance in this area continues to lag behind district and state averages.

As the new school year begins, Ms. L focuses attention on analyzing and improving student performance in ELA. She reviews formative assessment data in ELA and mathematics, as well as Regents examinations results for Central Avenue students over the last three years. In addition, she directs an assistant principal to gather information about and report on DDI activities occurring among the school’s ELA staff.

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Document 1

Formative Assessment Results (last year)

(percentage of students answering more than 65% of formative assessment items correctly)

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Document 2

Student Performance on Regents Exams—All Students,Central Avenue High School

Three-Year Comparison

NOTE: The "—" symbol indicates that data for a group of fewer than five students have been suppressed to protect the privacy of individual students.

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Document 3

Assistant Principal's Report on DDI Activities in the English Department (last year)

To: Principal LFrom: Assistant Principal RRE: Update on Data-Driven Instruction and Inquiry (DDI) Activities in the English       Language Arts (ELA) Department

I observed an ELA department meeting held recently to review first-quarter formative assessment results for all grade levels. All ELA faculty members were supposed to attend, but a number were absent. The discussion was serious and well-intended, but the data analysis that occurred was superficial and the meeting lacked focus. Eleventh and twelfth grade teachers, in particular, seemed to emphasize how much students got wrong instead of deepening the discussion to discover exactly what students got wrong and why students answered questions incorrectly. The department chair ended the meeting by urging teachers to make time in their own schedules to review the data more extensively.

In a separate discussion, I found the ELA department chair to have good intentions regarding DDI. However, the department action plans that we reviewed focused on surface-level concerns, despite the use of appropriate templates. Also, he has yet to see that ensuring teacher participation in this work is essential to improve teaching and learning. It was clear from our conversation that he views his administrative duties and demands on his time from teachers and students as leaving little time for regular DDI meetings.

In conversations with individual ELA teachers, I found only two or three who fully understand the importance of data and regularly use classroom-level DDI to inform their instructional planning. Most of the faculty seem to be disconnected from the DDI process. They rarely use data for their classes, relying instead on their own experience and intuition to plan and modify instruction—especially at the upper grade levels. A few teachers expressed reluctance to increase the rigor of instruction in response to poor test results. They believe that raising the level of rigor "too sharply" while students are performing at low levels would frustrate students and have a negative effect on their engagement with academics.

I'd be happy to discuss any of these matters further with you as needed. Please advise.

Sincerely,Assistant Principal R

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Sample Questions -Response Items1. In comparing formative assessment data with student performance on the Regents Exam in Comprehensive English, which issue should concern Ms. L the most?

1. The content on the formative assessments does not appear to match the rigor of the standards assessed on the Regents Exam.

2. The results of the formative assessments are likely to have substantially lower reliability than the results of the Regents Exam.

3. The formative assessments are unlikely to be as comprehensive in their coverage of the school curriculum as is the Regents Exam.

4. The formative assessments differentiate content according to grade level and quarter, while the Regents Exam does not.

2. To improve student learning at Central Avenue High School, Ms. L should prompt faculty in the ELA department to implement which strategy first?

1. Create classroom assessments that more closely reflect content addressed in district-adopted formative assessments and the Regents Exam.

2. Use available standardized assessment data to identify areas of their curriculum in which student performance is weakest as drivers for action planning.

3. Compare formative assessment and Regents Exam data for their school with data from demographically similar high schools within and outside of the district.

4. Identify additional sources of student performance data to determine the degree to which classroom instruction is aligned with curriculum standards.

3. Which course of action taken by Ms. L would provide the most useful additional data for developing a plan to improve student performance in English?

1. Conduct a time study to quantify the amount of time currently spent by ELA faculty on DDI activities.

2. Identify professional resources on assessment and instruction in ELA currently available in the school.

3. Administer a survey to ELA faculty to gather information about professional development needs related to DDI.

4. Review the school's formative assessment results in ELA for a period covering at least the last three years.

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4. Based on the information provided, the ELA department chair is most likely to need administrative support to succeed in

1. recognizing how department issues affect the broader school community2. establishing an atmosphere of collegiality and trust among department staff3. marshaling additional resources to address new and emerging department needs4. focusing on defined school and district priorities over competing department work

5. In addition to continuing the implementation of DDI, Ms. L's highest priority as instructional leader should be to

1. establish academic expectations that are consistent with student performance in ELA2. ensure that ELA teachers provide appropriately rigorous instruction for all students3. promote buy-in among ELA faculty for a plan designed to promote instructional

improvement4. review faculty reports on student performance and progress in ELA classes on a regular

basis

STOP! Do not turn to new page until instructed to do so.

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BLANK PAGE

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Answer to 1Correct Response: A. This item requires examinees to apply knowledge of skills for using student assessment data to monitor student progress. Local formative assessment results for ELA show that approximately 80 percent of students at Central Avenue High School were able to answer more than 65 percent of items correctly for quarters 3 and 4 last year. Meanwhile, Regents Exam results indicate that during that same time frame, only 65 percent of students taking the state ELA exam were able to answer at least 65 percent of items correctly. The discrepancy suggests a lack of alignment between the local formative ELA exams and the state ELA exams, with the state exams reflecting more rigorous standards and expectations for student performance. This is problematic because the school needs to be able to rely on the accuracy and alignment of the local formative assessment results to ensure meaningful analysis of teaching and learning as each school year proceeds.

Answer to 2Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for leading collaborative efforts to use student assessment data to develop plans for improved learning. To improve student learning, the ELA faculty at Central Avenue High School must first identify those areas in the ELA curriculum where students are having the greatest problems so that they know where changes in curriculum and/or instruction are most needed. In the absence of local formative assessments that are aligned with the Regents Exam, the most effective strategy available for identifying these areas of curricular weakness is to analyze standardized assessment results. Such analysis helps ensure that appropriately targeted planning for positive change can occur.

Answer to 3Correct Response: C. This item requires examinees to apply knowledge of strategies for collecting and analyzing data to develop plans to achieve goals. Given the power of Data-Driven Instruction and Inquiry (DDI) to improve student performance and district expectations related to DDI, Ms. L should take steps to ensure that ELA faculty begin expanding their use of DDI as soon as possible. Information in Document 3 suggests that most ELA teachers at the school do not make regular use of such data in their instructional planning, so one of Ms. L's first priorities needs to be to provide these teachers with appropriate professional development opportunities. A faculty survey would be an effective way to determine how best to target professional development activities to meet the current needs of ELA teachers at the school.

Answer to 4Correct Response: D. This item requires examinees to apply knowledge of strategies for supervising and supporting a rigorous instructional program based on research- or evidence-based best practices. According to Document 3, the ELA department chair "views his administrative duties and demands on his time from teachers and students as leaving little time for regular DDI meetings." Since regular use of DDI is a priority for the school and the district, Ms. L should strive to support the chair in figuring out how competing department work can be addressed in ways that leave him ample time to play a

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leadership role in increasing his department's use of DDI. Such support may also be beneficial in further developing the department chair as a teacher-leader.

Answer to 5Correct Response: B. This item requires examinees to apply knowledge of strategies for ensuring teachers' use of instructional practices that promote academic success for every student. The reluctance of some ELA teachers to increase the rigor of their instruction for fear of frustrating and decreasing the engagement of lower achieving students (Document 3) and the relative lack of rigor in local formative ELA assessments (Documents 1 and 2) suggest that ELA faculty may have low expectations regarding the academic performance and potential of at least some of their students. Given research indicating that low teacher expectations can have a negative effect on student performance, Ms. L should make it a priority to ensure that ELA teachers are providing appropriately rigorous instruction for all students and thereby giving all students opportunities to achieve academically at high levels.

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Study Guide

Field 107: School Building Leader Part 1Sample Performance Tasks

Sample Directions

For each of the assignments in this section, you are to prepare a written response and record it in the on-screen response box presented with each assignment. You should use your time to plan, write, review, and edit your response for each assignment. You must write responses to all of the assignments in this section.

Read each assignment carefully before you begin to work. Think about how you will organize each of your responses. You may use the erasable *notebooklet to make notes, write an outline, or otherwise prepare your response. However, your final response to each assignment must be typed in the on-screen response box presented with the assignment. Each assignment contains directions for the suggested length for an appropriate response. You may use the word-count feature in the lower left corner of the response box to monitor the length of your response.

Your response to the written assignment will be evaluated on the basis of the following criteria:

COMPLETENESS: The degree to which the response addresses all parts of the assignment

ACCURACY: The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively

DEPTH OF SUPPORT AND UNDERSTANDING: The degree to which the response provides appropriate examples and details that demonstrate sound reasoning and reflects a strong understanding of the relevant knowledge and skills

Your responses will be evaluated on the criteria above, not on writing ability. However, your responses must be communicated clearly enough to permit valid judgment of your knowledge and skills. Your responses should conform to the conventions of edited American English. This should be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topics. You may not use any reference materials during the test. Remember to review your work and make any changes that you think will improve your responses. You may work on the assignments in any order you choose, but be sure to finish all three assignments before the end of the test session.

*notebooklet: A small, hand-held erasable whiteboard

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Assignment 1: Instructional Leadership

Use the information below and the six documents provided to complete the task that follows.

You are the new school building leader of Branson Heights Middle School. The school is located on the outskirts of a relatively affluent suburb. Over the past three years, the school has maintained a steady enrollment of approximately 750 students in grades 6–8. Staffing has remained stable for the last two years. Approximately 25% of students at Branson Heights are eligible for free or reduced-price meals and the community has experienced a slight economic downturn with the closing of a few major employers. School faculty and staff strive to provide a positive environment for all students and families. Branson Heights enjoys strong community and family support.

The district's new superintendent has charged you with developing an instructional change plan for the middle school. Many of the district's professional development sessions have focused on reevaluating the mathematics curriculum to align it to the Common Core Learning Standards (CCLS), looking at formative assessment data to measure student growth, and conducting cross-curricular planning sessions to embed more complex text in all lessons. Branson Heights has redesigned its mathematics curriculum to reflect the CCLS and to align with the focus topics identified by the CCLS as the major work of each grade. Your teachers have been very active in supporting the curriculum redesign and have asked for professional development to support its implementation.

It is October and you have received the first round of formative assessment data.

Document 1

Student Performance Indicators for Branson Heights Middle School

State Assessment Results for All StudentsTwo-Year Comparison

This table displays the percentage of students in all groups scoring at or above Level 3 ("meets proficiency standard").

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State Assessment Results, by Student GroupTwo-Year Comparison

This table displays the percentage of students, by group, scoring at or above Level 3 ("meets proficiency standard").

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Document 2

Formative Assessment Results, ELA and Mathematics

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Document 3

Student Survey Results for Branson Heights Middle School (last year)

ELA and Mathematics Classes, Grades 6, 7, 8

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Document 4

Excerpt from Teacher Survey Results (last year)

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Document 5

Teacher Evaluation Data

Composite Evaluation Scores: All Teachers (last year)

(as assessed through multiple measures, including a state-provided growth score or other comparable measure and locally selected measure of student achievement and other

measures of teacher effectiveness)

Key:

G&T – Gifted and TalentedPE – Physical EducationFACS – Family and Consumer Science

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Document 6

Teacher Observation Summary Data (last year)

(number of teachers scoring at each level of performance on the teacher practice rubric)

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Sample Performance Task Response Questions

Read the six documents provided. Based on the information provided, respond to each of the following prompts. Be very specific in your answers, citing evidence from the scenario and documents as appropriate.

1. Identify one strength of this school, citing evidence to support your response.

2. Identify three areas of need in the instructional program, citing evidence to support each need.

3. Which area of need would be your highest priority? Explain why.

4. What are two important questions you must answer to address your highest priority area of need? Explain why each question is important to address.

5. How will you go about getting answers to EACH question?

6. What actions would you take to address the school's priority need? Explain why.

7. How would you leverage the identified strength of the school (see Part A) to address the priority need?

8. What possible challenges might your actions create and what are some ways that you could manage these challenges?

Your response should be approximately 600–800 words and may be in a format of your choice (e.g., paragraphs, bulleted list).

STOP – Do not proceed until told to do so.

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BLANK

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Sample Response to Assignment 1

(710 words)

A. A major strength at Branson Heights Middle School is the staff’s support of students and dedication to improvement. Teachers have supported the curriculum redesign and over 75% of all math and ELA teachers would like professional development to improve their practice. Moreover, staff are aware of areas where improvement is needed such as their ability to meet the needs of ELLs.

B. 1. Student performance in mathematics is stagnant, with just under 50% of students meeting proficiency on statewide assessments and minimal growth for each grade level and student subgroup. Formative assessment results suggest limited understanding of CCLS-aligned math concepts. 47% of math faculty report lacking the knowledge and skills to teach all students. Student survey results suggest low teacher expectations, minimal explanation, and failure to engage students in higher-level thinking.

   2. Students who are limited English proficient (LEP) and students with disabilities (SWDs) score substantially below the general population and below students who are economically disadvantaged on statewide assessments. While SWDs showed some improvement over the past two years, the performance of students who are LEP declined in ELA, to 36% meeting proficiency, and remained flat in math.

   3. Discrepancies exist between teacher evaluation and teacher observation summary data. A majority of teachers were rated "effective" or "highly effective" last year. Teacher observations indicate weaknesses, however. For example, 8 of 18 math teachers were rated "basic" or "unsatisfactory" in the classroom environment and instruction domains.

C. The highest priority is low achievement for students who are LEP and SWDs. 19% of students are identified as LEP and 20% as SWDs, well above the state average. Less than 45% of these populations are meeting proficiency standards in ELA and Math. A substantial portion of the student population thus does not receive adequate instruction. Support for these subgroups is needed to increase their access to the curriculum, improving equity and overall school performance.

D. 1. What professional development opportunities and instructional resources would be most effective in helping teachers reach students who are LEP and SWDs? This information is essential to ensure teachers gain the knowledge and skills to meet the needs of all students. For example, only 58% of ELA and 46% of math teachers feel they possess the knowledge and skills to meet the needs of ELLs, indicating many cannot provide effective instruction for students who are LEP. Generalized professional development will not be sufficient.

   2. What steps can be taken to align teachers' self-perceptions with evidence indicating weaknesses in instructional practices and skills? A majority of teachers feel they are effective, despite evidence that students who are LEP and SWDs are not receiving adequate instruction.

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Teachers who recognize the need for improvement are more likely to adopt new practices and skills.

E. The first step is conducting a needs assessment to determine what professional development is required for faculty to meet the needs of students who are LEP and SWDs. In addition, teachers should engage in reflection and cycles of inquiry to recognize discrepancies between their perceptions and evidence of instructional weaknesses. The principal's role will be to facilitate data analysis and the development and implementation of action plans.

F. 1. Utilize grade level and/or departmental teams to review student performance data, examine student work, assess instructional practices, and commit to improvement in instruction for students who are LEP and SWDs. Staff must own the performance of students in these subgroups and understand each teacher's role in improving their achievement.

   2. Implement job-embedded professional development activities related to improving instruction for these subgroups. Teachers should spend the majority of their team planning and meeting time focusing on student learning and instructional improvement.

G. Branson Heights's positive learning environment can be leveraged to address this need. In particular, strong interest in professional development opportunities to achieve instructional goals for all students (76% of ELA and 84% of math teachers) could encourage staff to commit to instructional improvement.

H. 1. Tension from teachers with inflated self-perception of instructional effectiveness when confronted with contradictory data.

   2. Communicating the need to improve instruction and achievement for students who are LEP and SWDs as part of an overall school improvement plan.

Managing these challenges will require full staff involvement. Working with teacher leaders and implementing effective data analysis throughout the school will be important. The goal is to instill a heightened sense of commitment to improvement for all students.

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Analysis of Response

The response demonstrates strength in the following Performance Characteristics.

Completeness: The degree to which the response addresses all parts of the assignment

The response thoroughly and completely addresses all aspects of each prompt, including actions to be taken, rationales for these choices, and evidence from the documents. The evidence cited is sufficient in quantity and quality and reflects an accurate interpretation of the data. The response illustrates the inquiry stance of a strong instructional leader. Taken as a whole, the multiple sections of the response draw upon all sources of data provided in the documents.

Accuracy: The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively

The response reflects an accurate interpretation of the data provided, as well as the content of the scenario. Student and teacher survey information are cited to support the identified school strength, and the issue identified as the highest priority—low achievement for students who are LEP and SWDs—is clearly essential in promoting achievement for all students. Assessment data are used accurately to identify concerns and establish appropriate priorities related to instruction. Information drawn from the teacher survey data is used to identify steps which are likely to ensure that all students, including students who are LEP and SWDs, have full and equitable access to educational programs and curricula. The response further demonstrates an understanding of the need for specific, targeted professional development in response to individual teacher needs, as well as the actions the school building leader should take to support and monitor plans for teacher growth and provide effective feedback.

Depth of Support and Understanding: The degree to which the response provides appropriate examples and details that demonstrate sound reasoning and reflects a strong understanding of the relevant knowledge and skills

The response illustrates the depth of understanding needed by a school building leader to act as an effective instructional leader and to establish the culture and foundational structures that would enhance the professional growth of the staff. Rationales provided for decisions about immediate priorities and areas for further inquiry demonstrate a balanced use of objective and subjective data to guide leadership actions. By raising questions that distinguish between the availability of instructional resources and teacher perceptions of their status and needs, the response illustrates a problem-solving approach that effectively utilizes both materials and staff motivation. In addition, the analysis of challenges is logical and significant, and conveys a school building leader’s respect for staff, willingness to engage teacher leaders in distributed leadership, and awareness of potential biases. Overall, the response demonstrates understanding of the scenario, appropriate use of data, and sound, logical reasoning.

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Study GuideField 108: School Building Leader Part 2Sample Assignment One: Video Observation and Analysis

Sample Directions

New York State's Annual Professional Performance Review (APPR) procedures require school building leaders to use a rubric when observing and evaluating teachers. These rubrics have multiple domains and are aligned to the New York State Teaching Standards.

For this assignment, you will watch a 15-minute video clip of a teacher's instruction and then you will evaluate the teacher's performance against the criteria set forth in the Teacher Observation Rubric provided.

The video clip will only play once. You will not be able to pause, stop, or replay the video. While the video is playing, you will be able to view only the component text from the rubric. You may use the erasable *notebooklet provided to take notes. After you watch the video, you will once again see both the assignment and the complete rubric while you write your response.

You should familiarize yourself with the assignment and the rubric before you go on to the next screen and watch the video. The rubric is provided on the right side of this screen. The assignment to which you will respond is shown in the box below.

You will be asked to write a response in preparation for your post-observation conference with the teacher. Your response should be approximately 300–600 words and may be in a format of your choice (e.g., paragraphs, bulleted list). Be sure your evaluation clearly responds to each part of the task. The final version of your evaluation should conform to the conventions of edited American English.

In your evaluation, you will identify evidence of teaching related to each rubric component and assign a performance level for each rubric component. Then, using the evidence and the performance levels you have identified, you will identify one strength and one area for improvement in the teacher's performance.

Your evaluation of the teacher's performance will be based on your observation of the video-recorded instruction and your application of the criteria defined in the rubric. While you may see evidence of other teacher practices that are not addressed in the rubric, your task is to identify evidence from the video relating to the specific components of practice defined in this rubric and then assess the level of performance exhibited on those components.

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*notebooklet: A small, hand-held erasable whiteboard

You will be asked to complete the following task:

Using the evidence you observed in the video and the Teacher Observation Rubric provided, prepare a 300–600 word evaluation of the observed teaching for your post-observation conference in which you:

for each rubric component, cite observable, objective evidence from the video;

assign a performance level (level 1 to level 5) for each rubric component, citing the evidence you identified;

identify one significant strength exhibited in the teacher's performance, citing the relevant component(s) of the Teacher Observation Rubric and observable evidence as support; and

identify one significant area for improvement exhibited in the teacher's performance, citing the relevant component(s) of the Teacher Observation Rubric and observable evidence as support.

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Teacher Observation Rubric

Domain I: Engaging Students in Learning

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Domain II: Deepening Student Learning

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Domain III: Maintaining a Positive and Challenging Learning Environment

Video Description

At the test center, the examinee watches a 15-minute video clip of a teacher's instruction. The video clip will only play once. Examinees will not be able to pause, stop, or replay the video. While the video is playing, examinees will be able to view only the video and the component text from the rubric.

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Setting: third-grade class English Language Arts lesson (35 students)

Lesson Objective: "Students will be able to think analytically, address problems creatively, and advocate persuasively."

Rubric Components

Domain I: Engaging Students in Learning

Component 1: engages students in learning tasks that develop understandings and/or skills relevant to the learning objective

Domain II: Deepening Student Learning

Component 2: elicits and builds on students' responses to promote conceptual and/or skills development

Component 3: uses instructional strategies in ways that deepen students' understanding of and/or ability to apply relevant concepts or skills

Domain III: Maintaining a Positive and Challenging Learning Environment

Component 4: demonstrates rapport with and respect for students in a positive and challenging learning environment

Complete the task that follows.

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Using the evidence you observed in the video and the Teacher Observation Rubric provided, prepare a 300–600 word evaluation of the observed teaching for your post-observation conference in which you:

for each rubric component, cite observable, objective evidence from the video; assign a performance level (level 1 to level 5) for each rubric component, citing the

evidence you identified; identify one significant strength exhibited in the teacher's performance, citing the relevant

component(s) of the Teacher Observation Rubric and observable evidence as support; and

identify one significant area for improvement exhibited in the teacher's performance, citing the relevant component(s) of the Teacher Observation Rubric and observable evidence as support.

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Performance Characteristics

The following characteristics guide the scoring of the response to the assignment.

COMPLETENESS The degree to which the response addresses all parts of the assignment

ACCURACY The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively

DEPTH OF SUPPORT AND UNDERSTANDING

The degree to which the response provides appropriate examples and details that demonstrate sound reasoning and reflects a strong understanding of the relevant knowledge and skills

Score Scale

Scores will be assigned to the response to the assignment according to the following score scale.

Score Point Score Point Description

4 The "4" response reflects a thorough command of the relevant knowledge and skills.3 The "3" response reflects a general command of the relevant knowledge and skills.2 The "2" response reflects a limited command of the relevant knowledge and skills.1 The "1" response reflects little or no command of the relevant knowledge and skills.

UThe response is unscorable because it is unrelated to the assigned topic or off-task, unreadable, written in a language other than English or contains an insufficient amount of original work to score.

B No response.

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Study GuideField 108: School Building Leader Part 2Sample Selected-Response ItemsCompetency 0002Family & Community Engagement

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

Mr. G is the new school building leader at Willowbrook Elementary School, a suburban school that enrolls approximately 470 students in grades K–5. Willowbrook is known for a high level of family involvement and for its strong focus on foundational skills. Most teachers at Willowbrook are rated effective or highly effective, and students generally perform at or above district and state averages. Student performance remained strong as Willowbrook implemented a new, district-adopted curriculum aligned to the New York State Common Core Learning Standards last year.

Several years ago, the previous school building leader at Willowbrook established a partnership with the undergraduate teacher education program at a local college. College students enrolled in sections of an upper-level reading instruction course are assigned to serve at Willowbrook as tutors for students who are struggling readers. The college tutors each spend four hours per week tutoring at Willowbrook as a course requirement. Several college faculty members teach sections of the reading instruction course on a rotating basis. Most faculty who teach this course do not meet with Willowbrook staff. Instead, a faculty coordinator at the college meets with administrators and the English Language Arts (ELA) coordinator at the school at the beginning of each school year and on an as-needed basis as the year proceeds.

The Everyone Reads tutoring program was embraced by Willowbrook's staff and by the school community when it began, and the tutoring sessions yielded improvements in reading achievement for Willowbrook students who participated. Now entering its fifth year, the program provides tutoring in reading to approximately 75 students. During his first weeks at Willowbrook, Mr. G met with the parents/guardians of 23 students who participate in the program. These parents/guardians were unanimous in their support for the program, stating that their children have better attitudes toward reading and show greater confidence in their reading abilities as a result of tutoring. Parents/guardians of students in grades 3 through 5 also noted that their children spend two to three hours more per week reading at home than they did before they began participating in the program.

In initial meetings with school staff, however, Mr. G learned that teacher support for the program has declined somewhat. Individual teachers expressed concern that energy for the program has been flagging and that college faculty do not seem as engaged with the program as they had been at the outset. Mr. G hopes to strengthen Willowbrook's partnership with the college's undergraduate teacher education program and reinvigorate staff support for the Everyone Reads

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program. He reviewed formative assessment data related to literacy skills, as well as the results from an annual teacher survey regarding the program. In addition, he read a letter to the college faculty coordinator written by Ms. R, the previous school building leader at Willowbrook, at the end of the program's first year.

Document 1

Willowbrook Elementary SchoolFourth Quarter Formative Assessment Results for Literacy Skills,

Grades 1 through 5

(percentage of students answering more than 65% of formative assessment items correctly)

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Document 2

Willowbrook Elementary SchoolSurvey of Teachers with Students Participating in

the Everyone Reads Tutoring Program

* 88% of eligible teachers responded** 94% of eligible teachers responded

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Document 3

Letter to the College Faculty Coordinator from the Previous School Building Leader

Dear Professor K,

Please accept my congratulations on a very successful first year for the Everyone Reads tutoring program. Willowbrook's students have benefited greatly from the college's involvement in our school community.

Over the course of the year, 22 college tutors made regular visits to Willowbrook, and 72 of our students across several grade levels received one-on-one tutoring. The results, I'm pleased to say, were outstanding. Students were excited about working with the tutors, and all showed gains in reading. The collaborative efforts of the college's faculty and students were well received by our staff. The program enjoyed the enthusiastic support of parents/guardians and the entire school community. All in all, we accomplished a great deal, of which we should be proud.

As we reflect on this past year and move toward the next, we are excited about exploring some of the ideas for program expansion that you and other faculty at the college have suggested. My teachers are particularly interested in your idea about having college faculty who are involved in the Everyone Reads program lead professional development activities at our school. The inclusion of the professional development link would no doubt be very useful for exposing teachers to current research and best practices in the field of reading instruction. We are also interested in pursuing your idea of increasing opportunities for our teachers to consult with college faculty on reading instruction that is effective and appropriate for all of their students. Opportunities such as these would provide excellent support for school staff and would help sustain the strong relationship we all enjoyed in this first year.

Please share my congratulations with your colleagues. We are very appreciative of all of your efforts, and of the efforts of your students.

Best regards,

Ms. RPrincipalWillowbrook Elementary School

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Sample Questions to Selected-Response Questions

1. Mr. G is planning an initial meeting with the current college faculty coordinator for the Everyone Reads tutoring program. Based on the information provided, Mr. G should give most attention to which issue at the meeting?

1. improving the college faculty's responsiveness to Willowbrook staff2. increasing the tutors' knowledge of Willowbrook's current curriculum3. exploring formative assessment data for Willowbrook students4. identifying additional strategies for teaching reading at Willowbrook

2. Mr. G plans to share school data with college faculty involved in the Everyone Reads tutoring program in order to encourage their engagement in further program planning. Which modification to the data shown would best serve this purpose?

1. providing formative assessment results for each year since the program began, rather than for selected years only

2. organizing the teacher survey data to more clearly indicate areas of significant teacher concern

3. breaking out the formative assessment results for program participants versus nonparticipants

4. including with the teacher survey data information regarding the specific tutors who worked in each classroom

3. Based on the information provided, Mr. G can best leverage which area of strength in order to reinvigorate teacher support at Willowbrook for the Everyone Reads tutoring program?

1. gains in student performance in literacy skills since the program was implemented2. the potential interest of college faculty in providing teachers with professional

development activities related to the program3. the percentage of teachers reporting positive classroom experiences with tutors4. reports from parents/guardians about the program's positive impact on children's attitudes

about and time spent in reading

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4. Which action taken by Mr. G would likely be most helpful for promoting the effectiveness and vitality of the Everyone Reads tutoring program moving forward?

1. Establish a system to ensure regular, ongoing communication between the school and college faculty.

2. Provide college faculty with formative and state assessment results in reading as the results become available.

3. Invite college faculty to conference with teachers and tutors periodically throughout each semester.

4. Put in place procedures for individual teachers to contact college faculty as tutor-related issues arise in their classrooms.

5. Over the next several years, Mr. G's highest priority for strengthening Willowbrook's partnership with the college's undergraduate teacher education program should be

1. ensuring that the college's undergraduate teacher education students are adequately prepared to serve as tutors

2. expanding opportunities for Willowbrook staff to work directly with the college's undergraduate teacher education faculty

3. evaluating the extent to which the partnership with the college continues to support the goal of improving student success

4. encouraging Willowbrook teachers to pursue professional development related to reading at the college campus

Competency 0003Operational Systems, Data Systems, and Legal Guidelines to Support Achievement of School Goals

6. A middle school building leader is determining whether to search a student's backpack for a possible illegal substance. Which statement describes the minimum requirement for moving forward with the search?

1. The student gives verbal permission to conduct the search.2. A reasonable suspicion exists that the student is violating the law.3. The student has been observed committing an illegal action.4. The search is conducted in the presence of the student's parents/guardians.

STOP! Do not turn the page until instructed to do so.

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Answer to Question 1

Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for building productive partnerships with institutions of higher education to meet school needs. The scenario indicates that Willowbrook implemented a new curriculum last year that is aligned to the New York State Common Core Learning Standards. Meanwhile, last year's survey of teachers with students participating in the Everyone Reads tutoring program (Document 2) indicates that only 45 percent of teacher respondents agreed or strongly agreed that the tutors assigned to their classes were familiar with the school's current ELA curriculum. To be fully effective in their work with students who are struggling readers, the tutors need to understand and know how to apply the school's new ELA curriculum. Therefore, when meeting with the college faculty coordinator for the Everyone Reads tutoring program, Mr. G's most immediate concern should be the issue of increasing the tutors' knowledge of relevant aspects of the school's new ELA curriculum.

Answer to Question 2

Correct Response: C. This item requires examinees to apply knowledge of strategies for engaging the community to support planning and implementation of change. Mr. G could best engage relevant college faculty in further planning for the Everyone Reads tutoring program by providing them with data highlighting specific ways in which the program has been more and less successful in improving students' reading performance over time. The formative assessment data provided in Document 1 is for all students at the school, so the effects of the tutoring program on those students participating in it are difficult or impossible to discern. These data would be far more helpful to the college faculty if they were broken out in ways that distinguish the performance of student participants in the program versus nonparticipants. Such data would allow the college faculty to identify specific program strengths and needs and clarify those areas requiring change in order to be more successful.

Answer to Question 3

Correct Response: D. This item requires examinees to apply knowledge of strategies for engaging families to support the implementation of change. The scenario indicates that teacher support for the Everyone Reads tutoring program is declining. Available formative assessment data suggest that benefits of the program in terms of improved student test performance may have flattened out in the last couple of years. However, the striking level of family support the program enjoys can be used to reinvigorate teacher support for the program. As they learn about reports from many parents/guardians that the program continues to have positive effects on the attitudes of participating students about reading and, most notably, on the amount of time these students spend reading outside of school, teachers will be more likely to support strengthening the program.

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Answer to Question 4

Correct Response: A. This item requires examinees to apply knowledge of effective communication systems between the school and outside stakeholders. A partnership between a school and an outside organization benefits from regular, ongoing communication to help ensure that the needs and expectations of both entities are being met and that any issues that arise can be dealt with promptly and in a mutually acceptable way. The scenario states that meetings between school and college staff occur infrequently and, when they do occur, involve only a small number of school staff and one college faculty coordinator. Given declining faculty support for the program and increasing concerns about various aspects of the program, establishing a system for regular, ongoing communication between the school and college faculty, such as weekly conference calls or monthly meetings, would be one important way of promoting the program's effectiveness and vitality moving forward.

Answer to Question 5

Correct Response: B. This item requires examinees to apply knowledge of skills and strategies for building productive partnerships with institutions of higher education to meet school needs. The teacher survey indicates that many teachers whose students participate in the program believe they would benefit from opportunities to collaborate with and learn from college faculty, an idea discussed in the previous building leader's letter to the college's faculty coordinator for the program. Moreover, many teachers are experiencing program-related issues that could be addressed through opportunities to interact with their partners at the college, and many would like to see more communication with and responsiveness by the college. Therefore, an important priority for Mr. G in working to strengthen the school-college partnership should be to expand opportunities for school staff to work directly with the college's undergraduate teacher education faculty.

Answer to Question 6

Correct Response: B. This item requires examinees to apply knowledge of laws related to student rights. The Fourth Amendment to the U.S. Constitution guarantees individuals the right to be free from unreasonable searches. In the case of New Jersey v. T.L.O., 469 U.S. 325 (1985), the Supreme Court ruled that school officials have a right to search students based only on "reasonable suspicion," a less rigorous standard than "probable cause," which generally applies to searches outside of a school environment. Therefore, in the situation described, the minimum requirement for a building leader to move forward with a search of a student's backpack is the existence of a reasonable suspicion that the student is violating the law by being in possession of an illegal substance.

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EDUCATING ALL STUDENTS (EAS) Overview

1. This test consists of selected-response items and constructed-response items.2. Each constructed-response item will share scenario-based stimulus material with several

selected response items.3. The selected-response items count for 70% of the total test score and the constructed

response items count for 30% of the total test score.4. Each selected-response item counts the same toward the total test score. 5. The total testing time is 135 minutes. Candidates are free to set their own pace.6. Each constructed-response item is designed with the expectation of a response up to 10

minutes.7. The selected-response items are designed with the expectation of response time up to 105

minutes.

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FIELD 201: EDUCATING ALL STUDENTS (EAS) TEST FRAMEWORK

Competency

0001 Diverse Student Populations0002 English Language Learners0003 Students with Disabilities and Other Special Learning Needs0004 Teacher Responsibilities0005 School-Home Relationships

An effective school leader in New York State has the professional and pedagogical knowledge and skills necessary to:

a. Ensure that all students are taught effectively in New York State schools. b. Be familiar with and know how to use research-validated instructional strategies that are

responsive to the characteristics and learning needs of students with a broad range of backgrounds and needs.

c. Is familiar with the legal, ethical, and professional responsibilities involving students, parents/guardians, and others in the school community.

d. Understand the importance of parent/guardian involvement in a child's education and is able to use skills and strategies to communicate and collaborate effectively with parents/guardians in support of student learning.

COMPETENCY 0001—DIVERSE STUDENT POPULATIONS

Performance Expectations

A New York State Building Leaderr:

a. Understands the characteristics, strengths, and needs of all student populations.b. Effectively uses knowledge of diversity within the school and the community to address the

needs of all students, to create a sense of community among students, and to promote students' appreciation of and respect for all students in their diversity.

Performance Indicators

Performance Indicatorsa. demonstrates an understanding of appropriate strategies to enhance knowledge ofstudents (e.g., learning about students' family situations, cultural backgrounds,individual needs, gifts and talents, and personal interests) and to promote a senseof community among diverse individuals and groups in the classroomb. demonstrates knowledge of strategies for engaging in self-reflection to enhanceone's interactions with all students and strengthen classroom practicesc. applies knowledge of research- or evidence-based strategies, including utilizinguniversal design principles, for teaching and working effectively and inclusively withall students (e.g., students from all cultures and backgrounds, students of differentgenders and sexual orientations, students from homes where English is not theprimary language or where a variant form of English is used)d. applies knowledge of research- or evidence-based strategies for teaching and

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working effectively and inclusively with students from various social and economiccircumstances and students with diverse family and living arrangements (e.g.,students who are homeless; students who are in foster care; students withinterrupted, limited, or no formal education)e. applies knowledge of the significance of giftedness for teaching and learning andresearch- or evidence-based strategies for selecting, modifying, and implementingcurriculum and instruction for students who are gifted and talentedf. demonstrates knowledge of strategies for using and adapting fair, equitable, andappropriate classroom assessment practices to inform instructiong. applies knowledge of strategies for promoting students' understanding andappreciation of diversity (e.g., infusing diverse perspectives throughout thecurriculum) and for using the diversity that exists in the classroom and thecommunity to enhance all students' learningh. demonstrates an understanding of how culturally responsive classroomenvironments in which diversity is valued and respected promote studentachievement and positive student experiencesi. demonstrates an understanding of strategies for working collaboratively within theschool environment and for identifying and incorporating additional school-basedand community-based resources to enhance learning for diverse studentpopulationsj. applies knowledge of varied strategies and modifications for creating a safe,supportive, and positive classroom environment for all students, including studentswith special learning needs and English Language Learners, and for ensuring that these students are an integral part of the general education classroom and participate to the greatest extent possible in all classroom activities.

COMPETENCY 0002—ENGLISH LANGUAGE LEARNERS

Performance Expectations

The New York State educator understands the characteristics, strengths, and needs ofEnglish Language Learners and effectively uses this knowledge to assist in developing theirlanguage and literacy skills and promoting their achievement of learning standards in allcontent areas.

Performance Indicators

a. identifies stages and patterns of first- and second-language acquisition andanalyzes factors that affect students' English language acquisition anddevelopment (e.g., cognitive learning styles and strategies; cultural background;exceptionalities; prior experiences with the second language; interrupted, limited,or no formal education; teacher expectations; classroom environment; primarylanguage; literacy in the primary language)b. demonstrates an understanding of the types and benefits of bilingualism andbilingual programs and the importance of viewing use of the primary language as aright and as an asset for English Language Learnersc. applies knowledge of the legal rights of English Language Learners and ethicalconsiderations related to the education of English Language Learnersd. demonstrates knowledge of effective approaches for promoting English LanguageLearners' development of oral and written language proficiency in English,including adapting teaching strategies and materials

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e. demonstrates an understanding of similarities and differences between Englishliteracy development for native English speakers and for English LanguageLearners, including how literacy development in the primary language influencesliteracy development in English, and applies strategies for helping EnglishLanguage Learners transfer literacy skills in the primary language to Englishf. applies knowledge of research-based instructional strategies (e.g., providingscaffolding, using authentic tasks) for promoting literacy for English LanguageLearners at all stages of literacy developmentg. applies knowledge of strategies for supporting English Language Learners'development of content-area literacy skills and for teaching English LanguageLearners how to use literacy skills as tools for learningh. applies knowledge of criteria and procedures for evaluating, selecting, creating,and adjusting instructional materials and strategies and assessment systems andpractices to meet the learning needs of English Language Learners and to promotetheir achievement of learning standards in all content areasi. identifies effective strategies for consulting and collaborating with students' familiesand support networks and with educators in the English as a Second Language(ESL) and/or bilingual education programs to meet the needs of English LanguageLearners and to promote their English language skills and academic progress.

COMPETENCY 0003—STUDENTS WITH DISABILITIES AND OTHER SPECIALLEARNING NEEDS

Performance Expectations

The New York State School Building Leader:

a. Understands the characteristics, strengths, and needs of students with disabilities and other special learning needs and effectively uses this knowledge to help students reach their highest levels of achievement and independence.

Performance Indicators

a. demonstrates an understanding of types of disabilities and other special learningneeds and the implications for teaching and learning associated with thesedifferences.b. applies knowledge of how to select, modify, and implement curricula, assessments,materials, technology, and equipment to meet the individualized needs of studentswith disabilities and other special learning needsc. demonstrates an understanding of the importance of and strategies for consultingand collaborating with specialists who can assist in the identification of appropriateresources, technology (including assistive technology), and instruction to meet theindividualized needs of students with disabilities and other special learning needsd. applies knowledge of federal and state laws, policies, and regulations (e.g.,Individuals with Disabilities Education Act [IDEA], Section 504 of the RehabilitationAct of 1973) and ethical considerations (e.g., confidentiality rights andresponsibilities of stakeholders) related to the education of students with disabilitiese. identifies teacher responsibilities and requirements in working with students withdisabilities and other special learning needs, including providing increasinglyintensive supports and interventions through response to intervention (RtI) andpositive behavioral interventions and supports (PBIS) to support struggling learners

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and ensure appropriate referrals for special education, requesting referrals ofstudents who are suspected of having disabilities, participating on the Committeeon Special Education, and developing and implementing Individualized EducationPrograms (IEPs)f. applies knowledge of strategies for effectively integrating recommendations fromIEPs into instructional activities and daily routinesg. demonstrates knowledge of basic service delivery models for students withdisabilities and other special learning needs and of strategies and resources (e.g.,special education staff, specialized support staff) for supporting instruction in an integrated setting.

COMPETENCY 0004—TEACHER RESPONSIBILITIES

Performance Expectations

A New York State School Building Leader:

a. Understands rights and responsibilities in situations involving interactions between teachers and students, parents/guardians, community members, colleagues, school administrators, and other school personnel.

Performance Indicators

a. applies knowledge of laws, policies, and regulations related to students' rights invarious situations (e.g., in relation to testing accommodations and right to services,due process, discrimination, bullying, harassment, confidentiality, discipline,privacy)b. applies knowledge of a teacher's responsibilities in various situations (e.g.,advocating to meet student needs, reporting potential abuse, addressing safetyissues)c. applies knowledge of the rights and responsibilities of parents/guardians in variouseducation-related situations (e.g., in relation to student records, school attendance,input into educational decisions)d. analyzes the appropriateness of a teacher's response to a parent/guardian, acommunity member, another educator, or a student in various situations

COMPETENCY 0005—SCHOOL-HOME RELATIONSHIPS

Performance Expectations

A New York State School Building Leader:

a. Understands effective strategies for promoting positive and productive relationships and interactions between the school and home to enhance student learning.

Performance Indicators

a. identifies strategies for initiating and maintaining effective communication betweenthe teacher and parents/guardians to promote student development and achievement

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b. identifies factors that may facilitate or impede communication or collaboration withparents/guardians (e.g., accessibility, responsiveness, cross-culturalunderstanding) in given situations (including parent-teacher conferences)c. identifies strategies for accommodating the communication needs ofparents/guardians (e.g., the use of interpreters and translated documents) and forinviting parents/guardians to share information to enhance student learningd. identifies strategies for ensuring that parents/guardians of all students areencouraged to participate as active members in school-based decision makinge. identifies strategies for encouraging parents/guardians to participate in andcontribute to their children's education and for collaborating with parents/guardians.

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Study GuideField 201: Educating All Students (EAS)

General Directions

This test consists of selected-response (multiple-choice) questions and three constructed-response assignments.

Each selected-response question in this test is presented with four answer choices. Read each question and answer choice carefully and select the ONE best answer. You should answer all questions. Even if you are unsure of an answer, it is better to guess than not to answer a question at all.

You have a total of 135 minutes to complete the entire test. Be sure to allocate your time carefully so you are able to complete the entire test within the testing session.

Sample Test Questions

Competency 0001Diverse Student Populations

Exhibit 1

Class Description

Ms. Finnegan is a new sixth-grade English language arts teacher whose class includes 34 students with diverse characteristics and needs. The majority of students come from one culture, which reflects the composition of the school population as a whole. Recently, the community has become home to a growing immigrant population. This shift in demographics has resulted in some tension at the school between groups of students. The principal asked teachers to make it a priority to create inclusive classroom environments and provided professional development sessions and faculty in-service training to support them in their efforts.

Ms. Finnegan has a goal of learning as much as possible about her students and their backgrounds, interests, and needs. During the first few weeks of school, Ms. Finnegan administers a student interest survey and each day she makes notes in her journal about classroom activities, student interactions, and students' responses to various instructional approaches. She also frequently reviews assessment data. Her review of data from students' most recent standardized reading assessment indicates that, of her 34 students, only ten have achieved the level of proficient in English language arts.

Ms. Finnegan is planning a lesson on distinguishing fact from opinion in informational texts. She plans to have students work in small groups for some lesson activities. As part of the planning

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process, Ms. Finnegan is reflecting on the notes in her journal and considering various strategies for ensuring that instruction is culturally responsive and helps her students understand and apply their learning in future lessons.

Exhibit 2

Excerpts from Ms. Finnegan's Journal

Tuesday, September 6

Many students in the class want to associate primarily with peers from the same cultural background. I've engaged students in activities to help them get acquainted, but some of them are reluctant to interact with peers from a different background. It also appears that a few students hold negative views about individuals from different cultural groups. There are times when I sense underlying tension in the classroom.

Wednesday, September 7

Today I introduced a large-group lesson on identifying main ideas and supporting details. For the lesson, I chose two relatively brief informational passages. One passage was about the U.S. economy and the other passage was about the U.S. legislative system. When we read the passages together, students had questions about the content. In the course of addressing these questions, I could sense students' attention to the lesson slipping away.

Monday, September 12

Today we were discussing a magazine article about a popular musician. Many students had comments or questions, but I noticed differences in how students communicated. Some students were quiet and waited to be called on before speaking, while other students were quite animated, offering many comments and even interrupting to make a point. It is going to be challenging to manage discussions so that all students have an opportunity to contribute.

Friday, September 16

Near the end of class yesterday, two students became engaged in a loud and disruptive verbal altercation. I learned that one of the students had made a culturally insensitive remark to the other. I took the students aside immediately and spoke with both of them about their behavior, but the incident created an atmosphere of unease that lasted all day today. The other students appeared distracted and anxious. Hopefully, this tension will ease over the weekend. I am also meeting to discuss this with the principal so that she is aware of the situation. I would also like to ask her to suggest strategies for creating a more positive classroom climate.

Exhibit 3

Excerpt from Ms. Finnegan's Draft Lesson Plan

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Topic: Fact and OpinionStandard: Distinguish between fact, opinion, and reasoned judgment in a text. (NYCCLS R.LST.8.8)Lesson Objectives: Students will classify statements from informational texts as fact or opinion.Students will write original statements of fact and original statements of opinion.Grouping: Students will work in groups of five or six. Groups will be assigned by the teacher.Materials: large T-chart, fact and opinion statements written on sentence strips, copies of a newspaper article about a professional basketball player

Lesson Component Activity

IntroductionDefine fact and opinion for students. Ask students to make statements about a popular and familiar book, movie, or television show. Write the statements on the board. Guide students in classifying their statements as fact or opinion.

Small-groupActivity 1

Distribute 3 sentence strips with fact/opinion statements to each group. Have students discuss statements and decide whether they are fact or opinion. Post the large T-chart. One side is labeled FACT and the other side is labeled OPINION. Students in each group take turns placing the group's sentence strips on the appropriate side of the chart.

Small-groupActivity 2

Distribute the newspaper article about the professional basketball player. Have students read and discuss the article with the other members of their group. Students independently write two statements of fact from the article and two statements of opinion. Students take turns sharing their sentences with the group. Once the group verifies that the statements are fact/opinion, each student records the four sentences in his or her journal.

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Questions - Use the exhibits to answer the questions that follow.

1. The patterns of interaction in Ms. Finnegan's class suggest that students would benefit the most from which of the following instructional approaches?

A. implementing frequent independent study projects and self-paced learning activitiesB. providing a highly structured learning environment that features strict rules and

consequencesC. designing a system of concrete rewards for classwide achievement of learning objectivesD. adopting heterogeneous grouping practices that promote shared goals and mutual learning

support

2. Which of the following statements describes the most likely explanation for students' lack of engagement with the main idea activity on September 7?

A. The use of two passages made the activity too long to hold students' attention.B. The students prefer reading literary passages to reading informational passages.C. The teacher did not incorporate students' prior knowledge and provide other appropriate

scaffolding.D. The topics of the passages were too similar and provided little variety to stimulate

students' thinking.

3. Which of the following tasks would be the most appropriate and effective method for informally assessing student learning in Ms. Finnegan's lesson on distinguishing between fact and opinion?

A. Student groups evaluate their performance on the small-group activities on fact and opinion.

B. Individual students use different colors to highlight facts and opinions in a passage on a familiar topic.

C. Pairs of students test each other's knowledge of fact and opinion using textbook passages.D. The teacher observes student groups as they perform the small-group activities on fact

and opinion.

4. Which of the following additional actions should Ms. Finnegan have taken in response to the verbal altercation on September 16?

A. Discuss the code of conduct in order to restore a classroom climate that is safe and comfortable for students.

B. Encourage students to write in their journals about how the incident made them feel.C. Have students work in small groups to reexamine classroom rules and suggest revisions

as needed.D. Send the students in question to an alternate location in the school to reflect on their

behavior.

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Use the exhibits to complete the task that follows.

5. After analyzing the information provided, write a response of approximately 150–200 words in which you:

identify one issue related to student diversity that Ms. Finnegan should address in her instructional planning related to this lesson;

describe one strategy Ms. Finnegan could use to address the issue you identified; and explain why the strategy you described would be effective in facilitating student learning.

STOP! Do not turn the page until instructed to do so!

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BLANK

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Answers to Question 1-4 – Selected Response

Answer to Question 1

Correct Response: D. Since the interactions in this class tend to be primarily between peers with similar backgrounds, heterogeneous grouping practices would provide opportunities for diverse groups of students to work together toward a common purpose. This approach also helps students recognize peers' strengths and talents as well as areas they have in common. Ultimately this approach helps promote a more inclusive learning environment because students often learn that preconceptions and views of peers from backgrounds different from their own may not be accurate.

Answer to Question 2

Correct Response: C. Activating prior knowledge is a research-based strategy for enhancing student engagement and helping students make sense of new information. Taking time to discuss with students what they already know about a topic as well as content-specific vocabulary increases students' engagement with the text because it provides a framework for connecting the topic to their current knowledge and experiences.

Answer to Question 3

Correct Response: B. Informal assessment of student learning is often accomplished through performance-type tasks that must be completed by individual students. In this way, the teacher can gain a more accurate measure of every student's understanding and ensure that students who need additional teaching or support are not overlooked because they performed a task as part of a group.

Answer to Question 4

Correct Response: A. Teachers have a responsibility to maintain a classroom environment that is conducive to learning. Though the teacher dealt with the immediate troubling behavior, the situation had a negative effect on the rest of the students. By bringing the incident into the open through discussion or other strategies, the teacher would have been able to help alleviate students' anxiety and refocus the class on learning.

Sample Response to Question 5 – Constructed Response

One issue related to diversity that Ms. Finnegan should address in planning the lesson on fact and opinion is that students, depending on their backgrounds or gender, may or may not be familiar with the topic professional basketball. Students with little or no background knowledge of basketball will be at a disadvantage when it comes to determining whether a statement is a fact or an opinion.

Ms. Finnegan could address this issue by allowing students to choose from texts written on several different topics that are more familiar to all students. She could then form groups according to the texts students choose.

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This strategy would be effective in facilitating student learning because students would have the necessary background knowledge of their topic. They would not have to expend mental energy trying to comprehend text about an unfamiliar topic, and could focus their attention on the primary objective of distinguishing between fact and opinion. This strategy would also encourage students to work with different peers and help them get to know other students who share their interests.

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Observations, Suggestions & Strategies for Success on the Examinations

Be familiar with the Assessment Framework competencies, knowledge & skills Utilize key phrases and integrate the competencies, knowledge & skills into your writing Complete all sample questions and formats (see web site) View the on-line test prep videos Understand who is grading/assessing your exam (retirees that may or may not be current) Address each part of a question – sometimes can be answered with one sentence, other times

with a lot more Address in the order of the questions When responding to questions, often focus should be on issues of student achievement,

especially of sub-groups (ELL, SWD, Ethnicity) Advocate for the child of greatest need first (i.e. when confronted with two options, choose the

group furthest from the mean first) Clearly identify the main in the writing tasks. Avoid abbreviations – and explain briefly what it is. Identify questions separately within writing. Length doesn’t mean a higher score, brevity doesn’t necessarily mean a poor score In constructed response and performance tasks: cite data or documents when making a

statement, analysis or a solution Respond to most situations/problems from a leadership perspective, not a teacher’s Your leadership perspective when answering questions should usually be inclusive, involving

others, seeking input, shared solution with focus on student growth and development Try to avoid I, me, or mine, when responding to written tasks – use we, us, our Assessments are graded by 2 evaluators – must be within 1 point to agree - aggregate Constructed response and performance task questions are evaluated on a 1,2,3,or 4 (1 & 2 are

failures) In the written tasks, when asked to determine best course of action, avoid moving into the

possible solution UNTIL you have thoroughly developed a process to collect information, assess, and then develop the plan

Most evaluations fall into 2 or 3 (failure or pass), differences?o Clarity- easy to understand, skim, look for key phrases and detailso Responds to all and each part of a question or tasko Provides clear justification for the action or processo Solution is relevant, practical, and likely to work (multiple solutions will often work)o Applies leadership principles (social justice, vision, shared, people oriented, etc.)o Utilizes and analyzes data and documents correctlyo Easy to read, understand and followo Answers follow in the sequence of the question (sequence)o Answers are either labeled or start new paragraphs

Suggestion: schedule Part 1 and Part 2 on different days Suggestion: schedule exams towards or at the end of the internship and completion of

coursework Suggestion: Manage time carefully – consider completing the written performance tasks first

before constructed response items since they require more pre-writing planning and effort Understand PLC’s and how to implement (teamwork, reflective, practice, discussion, sharing,

problem solving, initiative, innovation, action research, etc.)

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Understand action research – this can sometimes be part of your solution When studying data and documents – look for anomalies, “stick outs” – AFTER you have read

the questions (i.e. you are reading for information and details) Be careful to also not be misled by a miscellaneous data point or variable that is unrelated to

your responses Be able to discuss the appropriate use of professional development as a role for change,

improvement, etc. (e.g. focused, targeted, teacher led, sustained, follow up, embedded) Be able to discuss and utilize multiple approaches to collecting information as part of a plan in

the written performance tasks:o Surveys (anonymous and identified)o Evaluating datao Informal and formal classroom observationso Student worko Focus groupso Informal conversationso Review of local Board policies, State and Federal Lawo Visits to other districts, schools, etc.o Review of the literature

Be able to explain change process, model, theories Avoid jargon or acronyms without explaining what, who, how and relevance Use the estimated lengths in words as an estimate for budgeting of your time – but you can

write much more or less and still be effective The lengthy responses are often the weaker or rambling responses Know the three model “components” of the rubric for the teacher video Decide in advance how you will diagram/describe the lesson you will observe Understand the ELCC standards and be able to integrate them into your writing You are evaluated on the strength of your argument for action, clarity, quality of the questions

closely related to your issue, practicality of plan, and degree of understanding of the role of an administrator

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