texes superintendent (195) test preparation manual

Preparation Manual

TExES | Texas Examinations of Educator Standards

195 Superintendent

Copyright © 2011 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks ofTexas Education Agency. Texas Examinations of Educator Standards, TExES and the TExES logo are trademarks of Texas Education Agency.

This publication has been produced for Texas Education Agency (TEA) by ETS. ETS is under contract to Texas Education Agency to administer theTexas Examinations of Educator Standards (TExES) program and the Examination for the Certification of Educators in Texas (ExCET) program. TheTExES and ExCET programs are administered under the authority of Texas Education Agency; regulations and standards governing the program aresubject to change at the discretion of Texas Education Agency. Texas Education Agency and ETS do not discriminate on the basis of race, color,national origin, sex, religion, age or disability in the administration of the testing program or the provision of related services.

Chapter 1: Introduction to the Superintendent Test and Suggestionsfor Using This Test Preparation Manual ........................................................1

OverviewUsing the Test FrameworkOrganization of the TExES Test Framework

• Sample Competency• Sample Descriptive Statements

Studying for the TExES Test

Chapter 2: Background Information on the TExES Testing Program................................5The TExES Tests for Texas Teachers

• Development of the New TExES TestsTaking the TExES Test and Receiving Scores

• Educator Standards

Chapter 3: Study Topics .................................................................................................9Test Framework for Field 195: Superintendent

• The Domains• Total Test Breakdown

Competencies• Domain I — Leadership of the Educational Community• Domain II — Instructional Leadership• Domain III — Administrative Leadership

Chapter 4: Succeeding on Multiple-Choice Questions.................................................19Approaches to Answering Multiple-Choice QuestionsQuestion Formats

• Single Questions• Decision Sets• Decision Set: Sample Stimulus Material• Decision Set: Single Question• Decision Set: Second Stimulus• Clustered Questions

Chapter 5: Supplemental Material for Multiple-Choice Practice Questions.................27Case StudyAEIS Section

Chapter 6: Multiple-Choice Practice Questions...........................................................91Sample Multiple-Choice QuestionsAnswer Key

Chapter 7: Are You Ready? – Last-Minute Tips ...........................................................117Preparing to Take the Test

Appendix A Study Plan Sheet.......................................................................................121

Appendix B Preparation Resources..............................................................................123

TA B L E O F CO N T E N T S

Chapter 1Introduction to the Superintendent Testand Suggestions for Using ThisTest Preparation Manual

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OVERVIEW

The State Board for Educator Certification (SBEC) has approved Texas educator standards thatdelineate what the beginning educator should know and be able to do. These standards, which arebased on the state-required curriculum for students — the Texas Essential Knowledge and Skills(TEKS) — form the basis for the Texas Examinations of Educator Standards® (TExES®) program.This initiative, administered by Texas Education Agency (TEA), will affect all areas of Texaseducation — from the more than 170 approved Texas Educator Preparation Programs (EPPs) to themore than 7,000 Texas school campuses. This standards-based system reflects SBEC’s commitmentto help align Texas education from kindergarten through college. SBEC and TEA’s roles in this K–16initiative will ensure that newly certified Texas educators have the essential knowledge and skills toteach the TEKS to the state’s public school students.

This manual is designed to help examinees prepare for the TExES test in this field. Its purpose is tofamiliarize examinees with the competencies to be tested, test question formats and pertinent studyresources. EPP staff may also find this information useful as they help examinees prepare for careersas Texas educators.

KEY FEATURES OF THE MANUAL

• List of competencies that will be tested• Strategies for answering multiple-choice questions• Sample test questions and answer key

If you have any questions after reading this preparation manual or you would like additionalinformation about the TExES tests or the educator standards, please visit the TEA website atwww.tea.state.tx.us.

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TExES Preparation Manual — Superintendent2

INTRODUCTION TO THE SUPERINTENDENT TESTAND SUGGESTIONS FOR USING THIS TEST PREPARATION MANUAL

USING THE TEST FRAMEWORK

The Texas Examinations of Educator Standards (TExES) Superintendent test measures the contentand professional knowledge required of an entry-level superintendent or assistant superintendent inTexas public schools. This manual is designed to guide your preparation by helping you becomefamiliar with the material to be covered on the test you are planning to take, identify areas whereyou feel you may be weak and increase your knowledge in those areas by helping you design astudy plan.

When preparing for this test, you should focus on the competencies and descriptivestatements, which delineate the content that is eligible for testing. A portion of the contentis represented in the sample questions that are included in this manual. These test questionsrepresent only a sampling of questions. Thus, your test preparation should focus on thecompetencies and descriptive statements and not simply on the sample questions.

ORGANIZATION OF THE TEXES TEST FRAMEWORK

The test framework is based on the educator standards for this field.

The content covered by this test is organized into broad areas of content called domains. Eachdomain covers one or more of the educator standards for this field. Within each domain, the contentis further defined by a set of competencies. Each competency is composed of two major parts:

1. the competency statement, which broadly defines what an entry-level educator in this fieldin Texas public schools should know and be able to do, and

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

The certification standards being assessed within each domain are listed for reference at thebeginning of the test framework, which begins on page 10. These are followed by a complete set ofthe framework’s competencies and descriptive statements.

An example of a competency and its accompanying descriptive statements is provided below.

SAMPLE COMPETENCY

Superintendent

competency 001THE SUPERINTENDENT KNOWS HOW TO ACT WITH INTEGRITY, FAIRNESS AND IN ANETHICAL MANNER IN ORDER TO PROMOTE THE SUCCESS OF ALL STUDENTS.

TExES Preparation Manual — Superintendent 3


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SAMPLE DESCRIPTIVE STATEMENTS

The superintendent knows how to:

A. serve as an advocate for all children.

B. model and promote the highest standard of conduct, ethical principles and integrity indecision making, actions and behaviors.

C. exhibit understanding and implement policies and procedures that promote district personnelcompliance with The Code of Ethics and Standard Practices for Texas Educators.

D. monitor and address ethical issues affecting education.

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

F. interact with district staff, students, school board and community in a professional and ethicalmanner.

STUDYING FOR THE TEXES TESTThe following steps may be helpful in preparing for the TExES test.

1. Identify the information the test will cover by reading through the test competencies(see Chapter 3). Within each domain of this TExES test, each competency will receiveapproximately equal coverage.

2. Read each competency with its descriptive statements in order to get a more specific ideaof the knowledge you will be required to demonstrate on the test. You may wish to use thisreview of the competencies to set priorities for your study time.

3. Review the “Preparation Resources” section of this manual (Appendix B) for possibleresources to consult. Also, compile key materials from your preparation course work thatare aligned with the competencies.

4. Study this manual for approaches to taking the TExES test.

5. When using resources, concentrate on the key skills and important abilities that arediscussed in the competencies and descriptive statements.

6. Use the study plan sheet (Appendix A) to help you plan your study.

NOTE: This preparation manual is the only TExES test study material endorsed by TexasEducation Agency (TEA) for this field. Other preparation materials may not accurately reflectthe content of the test or the policies and procedures of the TExES program.

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Chapter 2Background Information on the TExESTesting Program

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THE TEXES TESTS FOR TEXAS TEACHERS

As required by the Texas Education Code §21.048, successful performance on educator certificationexaminations is required for the issuance of a Texas educator certificate. Each TExES test is acriterion-referenced examination designed to measure the knowledge and skills delineated in thecorresponding TExES test framework. Each test framework is based on standards that weredeveloped by Texas educators and other education stakeholders.

Each TExES test is designed to measure the requisite knowledge and skills that an entry-leveleducator in this field in Texas public schools must possess. The tests include both individual(stand-alone) test questions and questions that are arranged in clustered sets based on real-worldsituations faced by educators.

DEVELOPMENT OF THE NEW TExES TESTS

Committees of Texas educators and members of the community guide the development of thenew TExES tests by participating in each stage of the test development process. These workingcommittees are composed of Texas educators from public and charter schools, university and EPPfaculty, education service center staff, representatives from professional educator organizations,content experts and members of the business community. The committees are balanced in terms ofposition, affiliation, years of experience, ethnicity, gender and geographical location. The committeemembership is rotated during the development process so that numerous Texas stakeholders may beactively involved. The steps in the process to develop the TExES tests are described below.

1. Develop Standards. Committees are established to recommend what the beginning educatorshould know and be able to do. Using the Texas Essential Knowledge and Skills (TEKS) asthe focal point, draft standards are prepared to define the knowledge and skills required of thebeginning educator.

2. Review Standards. Committees review and revise the draft standards. The revised draftstandards are then placed on the TEA website for public review and comment. Thesecomments are used to prepare a final draft of the standards that will be presented to the SBECBoard for discussion, the State Board of Education (SBOE) for review and comment and theSBEC Board for approval. Standards not based specifically on the TEKS, such as those forlibrarians and counselors, are proposed as rule by the SBEC Board; sent to the SBOE for its90-day review; and, if not rejected by the SBOE, adopted by the SBEC Board.

3. Develop Test Frameworks. Committees review and revise draft test frameworks that arebased on the standards. These frameworks outline the specific competencies to be measuredon the new TExES tests. Draft frameworks are not finalized until after the standards areapproved and the job analysis/content validation survey (see #4) is complete.

4. Conduct Job Analysis/Content Validation Surveys. A representative sample of Texaseducators who practice in or prepare individuals for each of the fields for which an educatorcertificate has been proposed are surveyed to determine the relative job importance of eachcompetency outlined in the test framework for that content area. Frameworks are revised asneeded following an analysis of the survey responses.

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BACKGROUND INFORMATION ON THE TEXES TESTING PROGRAM

5. Develop and Review New Test Questions. The test contractor develops draft questions thatare designed to measure the competencies described in the test framework. Committeesreview the newly developed test questions that have been written to reflect the competenciesin the new test framework. Committee members scrutinize the draft questions forappropriateness of content and difficulty; clarity; match to the competencies; and potentialethnic, gender and regional bias.

6. Conduct Pilot Test of New Test Questions. All of the newly developed test questions thathave been deemed acceptable by the question review committees are then administered to anappropriate sample of candidates for certification.

7. Review Pilot Test Data. Pilot test results are reviewed to ensure that the test questions arevalid, reliable and free from bias.

8. Administer TExES Tests. New TExES tests are constructed to reflect the competencies, andthe tests are administered to candidates for certification.

9. Set Passing Standard. A Standard Setting Committee convenes to review performance datafrom the initial administration of each new TExES test and to recommend a final passingstandard for that test. The SBEC Board considers this recommendation as it establishes apassing score on the test.



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TAKING THE TEXES TEST AND RECEIVING SCORES

Please refer to the current TExES Registration Bulletin or the ETS TExES website atwww.texes.ets.org for information on test dates, test centers, fees, registration procedures andprogram policies.

Your score report will be available to you in your testing account on the ETS TExES onlineregistration system by 5 p.m. Central time on the score reporting date indicated in theRegistration Bulletin. The report will indicate whether you have passed the test and will include:

• A total test scaled score. Scaled scores are reported to allow for the comparison ofscores on the same content-area test taken on different test administration dates.The total scaled score is not the percentage of questions answered correctly and isnot determined by averaging the number of questions answered correctly in eachdomain.

– For all TExES tests, the score scale is 100–300 with a scaled score of 240 as theminimum passing score. This score represents the minimum level of competencyrequired to be an entry-level educator in this field in Texas public schools.

• Your performance in the major content domains of the test and in the specificcontent competencies of the test.

– This information may be useful in identifying strengths and weaknesses in yourcontent preparation and can be used for further study or for preparing to retake thetest. However, it is important to use caution when interpreting scores reported bydomain and competency as these scores are typically based on a smaller number ofitems than the total score and therefore may not be as reliable as the total score.

• A link to information to help you understand the score scale and interpret yourresults.

A score report will not be available to you if you are absent or choose to cancel your score.

For more information about scores or to access scores online, go to www.texes.ets.org.

EDUCATOR STANDARDS

Complete, approved educator standards are posted on the TEA website at www.tea.state.tx.us.

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Chapter 3Study Topics

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TEST FRAMEWORK FOR FIELD 195: SUPERINTENDENT

THE DOMAINS

Domain I40%

Domain II30%

Domain III30%

• Domain I: Leadership of the Educational Community

• Domain II: Instructional Leadership

• Domain III: Administrative Leadership

TOTAL TEST BREAKDOWN

• Exam is offered as a paper-based test

• 100 Multiple-Choice Questions (80 Scored Questions*)

*The number of scored questions will not vary; however, the number of questions that are not scoredmay vary in the actual test. Your final scaled score will be based only on scored questions.

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STUDY TOPICS

COMPETENCIES

DOMAIN I — LEADERSHIP OF THE EDUCATIONAL COMMUNITY

competency 001THE SUPERINTENDENT KNOWS HOW TO ACT WITH INTEGRITY, FAIRNESS AND IN ANETHICAL MANNER IN ORDER TO PROMOTE THE SUCCESS OF ALL STUDENTS.


A. serve as an advocate for all children.

B. model and promote the highest standard of conduct, ethical principles and integrityin decision making, actions and behaviors.

C. exhibit understanding and implement policies and procedures that promote districtpersonnel compliance with The Code of Ethics and Standard Practices for TexasEducators.

D. monitor and address ethical issues affecting education.

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

F. interact with district staff, students, school board and community in a professionaland ethical manner.

competency 002THE SUPERINTENDENT KNOWS HOW TO SHAPE DISTRICT CULTURE BY FACILITATINGTHE DEVELOPMENT, ARTICULATION, IMPLEMENTATION AND STEWARDSHIP OF A VISIONOF LEARNING THAT IS SHARED AND SUPPORTED BY THE EDUCATIONAL COMMUNITY.


A. establish and support a district culture that promotes learning, high expectations andacademic rigor for self, students and staff.

B. facilitate the development and implementation of a shared vision that focuses onteaching and learning and ensures the success of all students.

C. implement strategies for involving all stakeholders in planning processes and forfacilitating planning between constituencies.

D. use formal and informal techniques to monitor and assess district/school climate foreffective, responsive decision making.

E. institute procedures for monitoring the accomplishment of district goals andobjectives to achieve the district’s vision.

F. facilitate the development, use and allocation of all available resources, includinghuman resources, to support implementation of the district’s vision and goals.

G. recognize and celebrate contributions of staff and community toward realization ofthe district’s vision.


STUDY TOPICS

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H. maintain awareness of emerging issues and trends affecting public education andcommunicate their significance to the local educational community.

I. encourage and model innovative thinking and risk taking and view problems asopportunities.

J. promote multicultural awareness, gender sensitivity and the appreciation of diversityin the educational community.

K. understand and support educational programs for all student populations, includingstudents with special needs.

competency 003THE SUPERINTENDENT KNOWS HOW TO COMMUNICATE AND COLLABORATE WITHFAMILIES AND COMMUNITY MEMBERS, RESPOND TO DIVERSE COMMUNITY INTERESTSAND NEEDS AND MOBILIZE COMMUNITY RESOURCES TO ENSURE EDUCATIONALSUCCESS FOR ALL STUDENTS.


A. serve as an articulate, effective communicator for the importance of public educationin a free democratic society.

B. develop and implement an effective and comprehensive internal and external districtcommunications plan and public relations program.

C. analyze community and district structures and identify major opinion leaders andtheir relationships to district goals and programs.

D. establish partnerships with families, area businesses, institutions of higher educationand community groups to strengthen programs and support district goals.

E. implement effective strategies for systematically communicating with and gatheringinput from all stakeholders in the district.

F. communicate and work effectively with diverse groups in the district and community,i.e., social, cultural, political, ethnic and racial groups, so that all students receiveappropriate resources and instructional support to ensure educational success.

G. develop and use formal and informal techniques to gain an accurate view of theperceptions of district staff, families and community members.

H. use effective consensus-building and conflict-management skills.

I. articulate the district’s vision and priorities to the community and to the media.

J. influence the media by using proactive communication strategies that serve toenhance and promote the district’s vision.

K. communicate effectively about positions on educational issues using effectivewriting, speaking and active listening skills to ensure educational success for allstudents.

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STUDY TOPICS

competency 004THE SUPERINTENDENT KNOWS HOW TO RESPOND TO AND INFLUENCE THE LARGERPOLITICAL, SOCIAL, ECONOMIC, LEGAL AND CULTURAL CONTEXT, INCLUDINGWORKING WITH THE BOARD OF TRUSTEES, TO ACHIEVE THE DISTRICT’S EDUCATIONALVISION.


A. analyze and respond to political, social, economic and cultural factors affectingstudents and education.

B. provide leadership in defining superintendent–board roles and establishing mutualexpectations.

C. communicate and work effectively with board members in varied contexts, includingproblem solving and decision making.

D. work with the board of trustees to define and consistently adhere to mutualexpectations, policies and standards.

E. access and work with local, state and national political systems and organizations toprovide input on critical educational issues.

F. use legal guidelines to protect the rights of students and staff and to improve learningopportunities.

G. prepare and recommend district policies to improve student learning and districtperformance in compliance with state and federal requirements.

DOMAIN II — INSTRUCTIONAL LEADERSHIP

competency 005THE SUPERINTENDENT KNOWS HOW TO FACILITATE THE PLANNING ANDIMPLEMENTATION OF STRATEGIC PLANS THAT ENHANCE TEACHING AND LEARNING;ENSURE ALIGNMENT AMONG CURRICULUM, CURRICULUM RESOURCES ANDASSESSMENT; USE THE CURRENT ACCOUNTABILITY SYSTEM; AND PROMOTE THE USEOF VARIED ASSESSMENTS TO MEASURE STUDENT PERFORMANCE.


A. facilitate effective curricular decision making based on an understanding ofpedagogy, curriculum design, cognitive development, learning processes and childand adolescent growth and development.

B. implement planning procedures to develop rigorous curricula that achieve optimalstudent learning and that anticipate and respond to occupational and economictrends.

C. implement curriculum design and delivery systems to ensure instructional quality,appropriate depth of learning and alignment across the district.

D. develop and implement collaborative processes for systematically assessing andrenewing the curriculum to meet the needs of all students and ensure appropriatescope, sequence, content and alignment.


STUDY TOPICS

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E. use assessment to measure student learning, diagnose student needs and determineeffectiveness of the curriculum to ensure educational accountability.

F. evaluate district curricula and provide direction for improving curricula based onsound, research-based practices.

G. facilitate the integration of technology into the school district curriculum to enhancelearning for all students.

H. facilitate the use of creative thinking, critical thinking and problem solving byappropriate school district staff and other individuals involved in curricular designand delivery.

I. facilitate the effective coordination of district and campus curricular andextracurricular programs.

J. ensure that staff members have a working knowledge of the accountability systemand are monitoring its components to increase student performance.

competency 006THE SUPERINTENDENT KNOWS HOW TO ADVOCATE, PROMOTE AND SUSTAIN ANINSTRUCTIONAL PROGRAM AND A DISTRICT CULTURE THAT ARE CONDUCIVE TOSTUDENT LEARNING AND STAFF PROFESSIONAL GROWTH.


A. apply knowledge of motivational theories and strategies to encourage staff, students,families/caregivers and the community to strive to achieve the district’s vision.

B. facilitate the implementation of sound, research-based theories and techniques ofclassroom management, student discipline and school safety to ensure a schooldistrict environment conducive to learning.

C. facilitate the development of a learning organization that encompasses high studentengagement and learning with academic rigor through the use of effective planningand lesson design.

D. facilitate the ongoing study of current best practice and relevant research andencourage the application of this knowledge to district/school improvementinitiatives.

E. implement and support student services and activity programs to addressdevelopmental, scholastic, social, emotional, cultural, physical and leadership needs.

F. establish a comprehensive school district program of student assessment,interpretation of data and reporting of state and national data results for improvementof student learning.

G. apply knowledge of special programs to ensure that students are provided withappropriate resources and effective, flexible instructional programs and services.

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STUDY TOPICS

H. analyze instructional resource needs and deploy instructional resources effectivelyand equitably to enhance student learning.

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

J. develop and use appropriate change processes to improve student and adult learning.

K. ensure responsiveness to diverse sociological, linguistic, cultural, psychological andother factors that may affect student development and learning and create anenvironment in which all students will learn.

competency 007THE SUPERINTENDENT KNOWS HOW TO IMPLEMENT A STAFF EVALUATION ANDDEVELOPMENT SYSTEM AND SELECT APPROPRIATE MODELS FOR SUPERVISION ANDSTAFF DEVELOPMENT TO IMPROVE THE PERFORMANCE OF ALL STAFF MEMBERS.


A. improve teaching and learning by participating in quality, relevant professionaldevelopment activities and studying current professional literature and research.

B. develop, implement and evaluate a comprehensive professional development plan toaddress identified areas of district, campus and/or staff need.

C. facilitate the application of adult learning principles to all professional developmentactivities, including the use of support and follow-up strategies to facilitateimplementation.

D. implement strategies to increase the expertise and skill of staff at the district andcampus level.

E. work collaboratively with other district personnel to plan, implement and evaluateprofessional growth programs.

F. deliver effective presentations and facilitate learning for both small and large groups.

G. implement effective strategies for the recruitment, selection, induction, development,evaluation and promotion of staff.

H. develop and implement comprehensive staff evaluation models that include bothformative and summative assessment and appraisal strategies.

I. assess and support the organizational health and climate by implementing necessarystrategies to improve the performance of all staff members.


STUDY TOPICS

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DOMAIN III — ADMINISTRATIVE LEADERSHIP

competency 008THE SUPERINTENDENT KNOWS HOW TO APPLY PRINCIPLES OF EFFECTIVE LEADERSHIPAND MANAGEMENT IN RELATION TO DISTRICT BUDGETING, PERSONNEL, RESOURCEUTILIZATION, FINANCIAL MANAGEMENT AND TECHNOLOGY APPLICATIONS.


A. apply procedures for effective budget planning and management.

B. work collaboratively with board of trustees and appropriate personnel to developdistrict budgets.

C. facilitate and evaluate effective account auditing and monitoring that complies withlegal requirements and local district policy.

D. establish district procedures for accurate, effective, ethical purchasing and financialrecord keeping and reporting.

E. acquire, allocate and manage resources according to district vision and priorities,including obtaining and using funding from various sources.

F. use district and staff evaluation data for personnel policy development and decisionmaking.

G. apply knowledge associated with personnel management, including requirementsrelated to certifying, recruiting, screening, selecting, evaluating, disciplining,reassigning and dismissing personnel.

H. manage one’s own time and the time of others to enhance district operations.

I. develop and implement plans for using technology and information systems toenhance efficiency and effectiveness of school district operations.

J. apply legal concepts, regulations and codes as required.

K. use revenue forecasting and enrollment forecasting to address personnel andbudgetary needs accurately.

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STUDY TOPICS

competency 009THE SUPERINTENDENT KNOWS HOW TO APPLY PRINCIPLES OF LEADERSHIP ANDMANAGEMENT TO THE DISTRICT’S PHYSICAL PLANT AND SUPPORT SYSTEMS TOENSURE A SAFE AND EFFECTIVE LEARNING ENVIRONMENT.


A. apply procedures for planning, funding, renovating and/or constructing schoolfacilities to support the district’s mission and goals.

B. implement strategies that enable the district’s physical plant, equipment and supportsystems to operate safely, efficiently and effectively.

C. apply strategies for ensuring the safety of students and personnel and for addressingemergencies and security concerns.

D. develop and implement procedures for emergency planning and for responding tocrises.

E. apply and evaluate procedures for ensuring the effective, efficient operation andmaintenance of district facilities.

F. implement and evaluate appropriate procedures to ensure efficient, effective districttransportation services, food services, health services and other services.

G. apply legal concepts, regulations and codes as required.

competency 010THE SUPERINTENDENT KNOWS HOW TO APPLY ORGANIZATIONAL, DECISION-MAKINGAND PROBLEM-SOLVING SKILLS TO COMPLY WITH FEDERAL AND STATEREQUIREMENTS AND FACILITATE POSITIVE CHANGE IN VARIED CONTEXTS.


A. implement appropriate leadership skills, techniques and group process skills todefine roles, assign functions, delegate effectively and determine accountability forgoal attainment.

B. implement processes for gathering, analyzing and using data for informed decisionmaking to attain district goals.

C. identify, analyze and resolve problems using appropriate problem-solving techniquesand decision-making skills.

D. use strategies for working with others, including the board of trustees, to promotecollaborative decision making and problem solving, facilitate team building anddevelop consensus.

E. encourage and facilitate positive change, enlist support for change and overcomeobstacles to change in varied educational contexts.

F. analyze and use political influences to benefit the educational organization.


STUDY TOPICS

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Chapter 4Succeeding on Multiple-Choice Questions

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APPROACHES TO ANSWERING MULTIPLE-CHOICE QUESTIONS

The purpose of this section is to describe multiple-choice question formats that you will see on theSuperintendent test and to suggest possible ways to approach thinking about and answering themultiple-choice questions. However, these approaches are not intended to replace familiar test-takingstrategies with which you are already comfortable and that work for you.

The Superintendent test is designed to include a total of 100 multiple-choice questions, out of which80 are scored. The number of scored questions will not vary; however, the number of questions thatare not scored may vary in the actual test. Your final scaled score will be based only on scoredquestions. The questions that are not scored are being pilot tested in order to collect informationabout how these questions will perform under actual testing conditions. These questions are notidentified on the test.

All multiple-choice questions on this test are designed to assess your knowledge of the contentdescribed in the test framework. In most cases, you are expected to demonstrate more than justyour ability to recall factual information. You may be asked to think critically about a situation,to analyze it, consider it carefully, compare it to other knowledge you have or make a judgmentabout it.

When you are ready to respond to a multiple-choice question, you must choose one of four answeroptions labeled A, B, C and D. Leave no questions unanswered. Nothing is subtracted from yourscore if you answer a question incorrectly. Questions for which you mark no answer or more thanone answer are not counted in scoring. Your score will be determined by the number of questions forwhich you select the best answer.

QUESTION FORMATS

You may see the following types of multiple-choice questions on the test.

— Single Questions

— Decision Sets

— Decision Set: Sample Stimulus Material

— Decision Set: Single Question

— Decision Set: Second Stimulus

— Clustered Questions

On the following pages, you will find descriptions of these commonly used question formats, alongwith suggested approaches for responding to each type of question. In the actual testing situation,you may mark the test questions and/or write in the margins of your test booklet. Your finalresponse must be indicated on the answer sheet provided.

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SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS

SINGLE QUESTIONS

In a single-question format, a problem is presented as a direct question or as an incomplete statement,and four answer choices appear below the question. The following question is an example of thistype. It assesses knowledge of Superintendent Competency 003: The superintendent knows how tocommunicate and collaborate with families and community members, respond to diverse communityinterests and needs and mobilize community resources to ensure educational success for all students.

EXAMPLE

The final expenditures for a major school construction project in a district run over budget byapproximately twenty percent. A series of articles on the discrepancy appears in the localnewspaper, including some highly critical editorials. Which of the following would be thesuperintendent’s best strategy for addressing this situation?

A. Contact the publisher of the local newspaper to explore whether the paper might bewilling to moderate its criticism

B. Appeal to supporters of the project to organize a district-wide letter writing campaignto counter the negative publicity

C. Initiate a communication plan to account fully for all expenditures, including costoverruns, related to the new facility

D. Refrain from responding directly to the criticism, but issue a series of press releasespublicizing the benefits of the new facility

SUGGESTED APPROACH

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

As you read this question, consider the situation described. Public criticism is being leveled atthe school district for significant cost overruns on a major construction project. Under suchcircumstances, the superintendent is responsible for ensuring that the public be provided with allrelevant information on the issue (option C). Options B and D could both be seen as attempts toavoid accountability, and either response would be contrary to the superintendent’s responsibility tobe forthcoming about issues of legitimate public interest. With regard to option A, trying to influencepress coverage in the manner described would be an unethical response on the superintendent’s part.Option C is therefore the correct answer.



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DECISION SETS

Decision sets contain approximately three to twelve questions that are all about a particular situationfaced by a superintendent in a hypothetical Texas school district. The decision set format helps tosimulate situations that superintendents encounter and in which they must make decisions that affectstaff, students and the larger school community. Each decision set begins with stimulus material,which sets the scene and provides information to use in answering the questions that follow. In manydecision sets, additional stimulus material is provided at one or more junctures. This stimulusmaterial typically provides additional information or a subsequent development that you will need toanswer the questions that follow.

DECISION SET: SAMPLE STIMULUS MATERIAL

The decision set stimulus material may include demographic information about the district, adescription of the community served by the district or information about district staff in general orone or more particular staff members. Each decision set stimulus describes a situation that asuperintendent is facing.

In a test booklet, the beginning and end of each decision set will be clearly marked. For simplicity inthe test booklet, a decision set is referred to as a “Set.” The following sample shows the first stimulusfor a decision set about a successful bond election that has already taken place and the superintendent,Dr. Smith, and Grantwood ISD staff are in the early stages of planning the construction of a newschool to replace an existing facility.

PART 1

Dr. Julian Smith, the superintendent of Grantwood ISD, is overseeing plans for a newschool in the district. The new facility will replace an existing one that is old and in verypoor condition. After gaining voter approval of the necessary bond issues, district officialsbegin planning construction of the new school.

The stimulus material presents essential information for the decision set. This stimulus indicates thata successful bond election has already taken place and that Dr. Smith and Grantwood ISD staff are inthe early stages of planning the construction of a new school to replace the existing facility.

In a decision set, the stimulus is an important scene setter. As you consider the test questions thatfollow, check the stimulus as needed. As you progress through the decision set, additional stimulimay introduce new information. The decision set is often set up as a kind of story line that developsover time. You may find it helpful to skim all of the questions and stimulus materials in a decision setbefore answering any questions. Such a quick read-through may give you a richer understanding ofthe context for the questions. However, as you select your answer for each question, be sure to baseyour choice on only the information that has already been presented about the situation.

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

DECISION SET: SINGLE QUESTION

In the single-question format, a problem is presented as a direct question or an incomplete statement,and four answer options appear below the question. The following question is an example of thistype. It assesses knowledge of Superintendent Competency 009: The superintendent knows how toapply principles of leadership and management to the district’s physical plant and support systems toensure a safe and effective learning environment.

EXAMPLE

Dr. Smith’s first step in the planning process for building the new school should be to

A. schedule public forums to discuss instructional needs and space requirements for thenew school.

B. meet with the designated architect to discuss design options for the new school.

C. work with district and campus representatives to develop educational specificationsfor the new school.

D. ask the principal of the new school to prepare a brief report on anticipated spaceneeds.

SUGGESTED APPROACH

Read the question carefully and critically. Think about what it its asking and the situation it isdescribing. Eliminate any obviously wrong answers, select the correct answer choice and markyour answer.

As you read this question, think about what steps must be taken during the process of planningschool construction projects and in what order they should take place. All decisions about buildingand classroom design should be driven by the instructional needs of the student population to beserved in the new facility. This must be the primary consideration before any specific plans ordesigns can be made. Also, districts must ensure that a new facility meets the standards approved bythe State Board of Education. To facilitate this process, the Texas Administrative Code (TAC)requires districts to draft educational specifications for new facilities that include descriptions of thenew school’s student population and instructional program. These specifications include, amongother things, the number of students to be served, the grade-level configuration of the studentpopulation a description of the instructional programs required by this population and a list ofspecialized classrooms and other support areas that will be needed. Therefore, option C is thecorrect answer to this question.



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DECISION SET: SECOND STIMULUS

The next few questions are part of the same decision set. These questions follow a second stimulus.Each sample question is followed by a suggested approach to answering it. Additional stimulusmaterial is sometimes provided in a decision set to provide more information or to introduce a newdevelopment in a situation. In this case, the following stimulus supplies additional informationregarding district needs and how Dr. Smith plans to address them.

PART 2

Dr. Smith considers building the campus library as a shared use public library incollaboration with city officials. In addition, other organizations have voiced to Dr. Smiththeir interest in using the school facilities during non-school hours. Since Dr. Smith has asmall administrative staff with no expertise in facility planning, he wants to hire anoutside consultant to assist with the planning process.

EXAMPLE 1

Which of the following provides the primary advantages of joint use arrangements betweenschools and other organizations?

A. Responding to the lack of recreational space in expanding areas and the need toefficiently use limited public resources

B. Meeting compliance obligations from state and local building codes and respondingto a strong research base showing the effectiveness of joint use

C. Decreasing maintenance requirements for the building and relieving time contraintson custodial staff

D. Effectively aligning and coordinating multiple agency’s funding sources andauthority structures

SUGGESTED APPROACH

Read the question carefully and critically. Think about what it is asking and the situation it isdescribing. Eliminate any obviously wrong answers, select the correct answer choice and markyour answer.

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As you read this question, think about the many perspectives a superintendent must consider whenmaking decisions for new construction planning. While school facilities are an integral component ofpublic infrastructure, they largely sit empty after students complete their school day. With statefinance budgets so tight around the state and nation, superintendents look for ways to be fiscallyresponsible and build partnerships with other non-school organizations to reduce costs and betterserve the community. There is currently not a large amount of research available to define theeffectiveness of this movement, and this initiative is guided largely by local policy and procedures,which invalidates option B. Despite the benefits, this joint arrangement is like a “forced marriage”and because each entity involved has complex decision-making structures, systems and policies andprocedures that must be followed, the relationship between the school and non-school group isstrained. Utilization often suffers as a result of these complexities, as well as the many competingpolitical agendas. There is usually an increased demand on the building and custodial staff due toincreased hours the campus is in use. So, the disadvantages and obstacles of this initiative are shownin options C and D. Therefore, option A is the correct answer to this question.

EXAMPLE 2

In defining Dr. Smith’s working relationship with the independent contractor he plans to hire,Dr. Smith should ask the contractor to

A. make decisions on educational matters that relate to the new facility because this ishis area of expertise.

B. administer the facilities planning process so that an efficient and effective system ismaintained.

C. utilize the district’s long-range plans and facility plans to meet the needs of studentsin the district.

D. request an architect develop long-range plans for the district to ensure the facility isalign with district needs.

SUGGESTED APPROACH

As the district’s leader, the superintendent is responsible for administering facilities projects andreporting the status to board members, and should not delegate this role to an outside consultant. It isalways tempting for educators to rely on the professional judgment of other professionals when theyhave very limited personnel resources. Only the educator can know the educational programs of theschool system now and in the future, so Dr. Smith should provide the advice on educational matters.This includes the development of long-range plans for the district. These rationales invalidate optionsA, B and D. It is prudent for the superintendent to develop long-range plans and facility plans withthe district stakeholders and ask the consultant to use them throughout the building and planningphase. Option C is the correct answer.



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EXAMPLE 3

The independent educational consultant hired by Dr. Smith discusses state regulations andpolicies describing the general parameters for selecting a builder for the new facility. Which ofthe following statements accurately describes the legal guidelines Grantwood ISD must followwhen awarding construction contracts to build the new school?

A. The district must use the request for proposal method when awarding contracts forthe construction of new schools or other district facilities

B. Competitive bidding is one of several methods the district may select, depending onwhich option provides the best value to the district

C. The district must use either the request for proposal method or a design/buildcontract, depending on which option provides the best value to the district

D. Competitive bidding is the only approved method for the district to use whenawarding contracts for the construction of new schools or other district facilities

SUGGESTED APPROACH

As the district’s leader, the superintendent must use an understanding of legal issues to make sounddecisions. The Texas Education Code provides a variety of options to school districts that areawarding construction contracts for the building of new schools or for major renovation projects. Thedistrict may use whichever method provides the best value to the district, including but not limited tocompetitive bidding. Option B is the correct response.

CLUSTERED QUESTIONS

You may have one or more questions related to a single stimulus. When you have at least twoquestions related to a single stimulus, the group of questions is called a cluster.

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Chapter 5Supplemental Material for Multiple-ChoicePractice Questions

5

CASE STUDY

Sample questions 1–15 in Chapter 6 refer to material in the following case study. In the actual testthis case study material will be in a separate Supplemental Booklet.

Note: Some of the documents are meant to reflect types of materials produced by the state and donot necessarily reflect current reporting formats. It is important that you use only the materials in thischapter to answer the questions.

CASE STUDY SCENARIO

Dr. Bugle is the superintendent of Sweetville Independent School District (SISD), a small suburbandistrict with eight schools. One of the middle schools, Sweetville Middle School (SMS), a Title Ischool, has received notification from Texas Education Agency (TEA) that the campus did not makeadequate yearly progress (AYP) in the category of mathematics performance. Dr. Bugle coordinateswith the principal, Ms. Akon, to respond to this information and begin developing professionallearning communities (PLCs) for all district schools.

Some teachers have voiced concerns regarding the teacher selection process for the new professionallearning communities. A teacher at Sweetville MS, Susan Martin, has filed a grievance as a result ofthe teacher selection process for the PLC planning committee. Mr. Bugle plans to review all thepertinent information and respond appropriately.

Examine the following documents and respond to the questions:

• Letter from superintendent to Sweetville Middle School parents

• Superintendent memo to principals with article on professional learning communities

• Sweetville Middle School AYP data and budget considerations

• Level I grievance from a campus department chair, Susan Martin

• Level I grievance response from principal

• Level II appeal notice from Susan Martin

• District grievance policy

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SUPPLEMENTAL MATERIAL FOR MULTIPLE-CHOICE PRACTICE QUESTIONS



5

By Shirley M. Hord — NSDC’s scholar laureate. Hord has conducted

research on educational change and professional learning communities in positions at the university and classroom level and as the former scholar emeritus at SEDL. You can contact her at [email protected].

We can all agree that the purpose of schools is student learning, and that the most significant factor in whether students learn well is teaching quality. Further, teaching quality is improved through continuous professional learning. The context most supportive of the learning of professionals is the professional learning community (Hord & Hirsh, 2008). Here I define what happens in the professional learning community and what makes such communities possible.

First, what is the community learning? “It is vital … that staff members understand the linkage between learning with students in the classroom and learning with colleagues” (Lambert, 2003, p.21). Members of the community thoughtfully study multiple sources of student data to discover where students are performing well, and thus where staff members can celebrate. Importantly, the areas that receive the staff’s most meticulous attention are the areas where students do not perform successfully. The staff members prioritize these student learning needs, and define one area to which they give immediate attention. The staff collectively takes responsibility to learn new content, strategies or approaches to increase its effectiveness in teaching to these problem areas. Learning is not an add-on to the role of the professional. It is a habitual activity where the group learns how to learn together continuously. Here is a small example: In my first fieldwork assignment in 1986 for the Southwest Educational Development Laboratory, I supported the school improvement efforts of an 18-member faculty of a small rural school. As we studied and interpreted item analysis data, the young science teacher leaped to his feet and loudly proclaimed, “They didn’t get it.” After a long pause, he added, “Next time, I will have to learn how to teach that differently.” This yo ung teacher got it! And he got it through examining data in concert with his peers.

There is a second aspect in working to define a community of professional learners: the community itself. “The term ‘community’ has almost come to mean any gathering of people in a social setting. But real communities ask more of us. …They assume a focus on a shared purpose, mutual regard and caring, and an insistence on integrity and truthfulness. To elevate our work in schools to the level required by a true community, then we must direct our energies and attention toward something greater than ourselves” (Lambert, 2003, p. 4). The most common teaching/learning pattern for adults and children today emphasizes individual learner work flowing from an instructor’s lecture. This teacher-centered style, where the teacher pontificates about a topic or skill, is followed by directions from the teacher for the adult learner’s assigned application task. Changing this teaching/learning process from instructor-centered to learner-centered (whether for children or adults) constitutes a fundamental change. The professional learning community models the self-initiating learner working in concert with peers. This is a constructivist view of the learning process (Brooks & Brooks, 1993). As Lambert notes, “Professional development designs that attend to both teacher and student learning might use what I refer to as the ‘reciprocal processes of constructive learning.’ By this, I mean learning that is mutual and interactive, thereby investing in the growth of all participants” (2003, p. 22). Constructivism recognizes learning as the process of making sense of information and experiences. Learning constructively requires an environment in which learners work collegially and is situated in authentic activities and context.

Burns, Menchaca and Dimock (2001) identified six principles as important to constructivist learning theory: 1. Learners bring unique prior knowledge, experience

and beliefs to a learning situation. 2. Knowledge is constructed uniquely and individually,

in multiple ways, through a variety of authentic tools, resources, experiences and contexts.

3. Learning is both an active and reflective process. 4. Learning is a developmental process of

accommodation, assimilation or rejection to construct new conceptual structures, meaningful representations or new mental models.

5. Social interaction introduces multiple perspectives through reflection, collaboration, negotiation and shared meaning.

6. Learning is internally controlled and mediated by the learner.



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These six principles of constructivism are closely connected to the concepts and dimensions of the professional learning community.

The professional learning community is defined by what the words state: • Professionals: Those individuals who are

responsible and accountable for delivering an effective instructional program to students so that they each learn well. Professionals show up with a passionate commitment to their own learning and that of students, and share responsibility to this purpose.

• Learning: The activity in which professionals engage in order to enhance their knowledge and skills.

• Community: Individuals coming together in a group in order to interact in meaningful activities to learn deeply with colleagues about an identified topic, to develop shared meaning and identify shared purposes related to the topic.

The professional learning community encourages constructivism by providing the setting and the working relationships demanded of constructivist learning. Six research-based dimensions of professional learning communities are: • Shared beliefs, values and a vision of what the

school should be; • Shared and supportive leadership where power,

authority and decision-making are distributed across the community;

• Supportive structural conditions, such as time, place and resources;

• Supportive relational conditions that include respect and caring among the community, with trust as an imperative;

• Collective learning, intentionally determined, to address student needs and the increased effectiveness of the professionals; and

• Peers sharing their practice to gain feedback, and thus individual and organizational improvement.

The professional learning community, whose purpose is the learning of the community’s members, models constructivist learning. When the community operates according to the research base on professional community learning, this learner-centered environment for educators results in important outcomes for teachers and administrators and significant achievement for their students.

What does a community of professionals need to implement constructivist learning? Community membership. First consider the community members. Two ways to organize the professional community’s work are of particular interest. One is the regular weekly (or more frequent) meetings of the grade-level or academic subject-matter teams. In these small groups, members focus on their student’s needs, their curriculum and instructional practices that appropriately address their students. The team’s learning focuses directly on these students. A parallel structure is the whole staff meeting at least monthly, more often if possible, to study school data, define goals and determine what learning they need to achieve these goals. They must also decide how to go about their learning. They share and discuss their team-group learning. This structure provides common purpose for the school. Leadership. The principal’s role is important in launching the communities’ meetings. Defining purpose for these gatherings is vital, and the principal’s leadership in supporting and leading collaborative dialogue about students’ needs and how staffs’ learning can contribute to student learning is key to the effort. Time for learning. Also important is the principal’s role in soliciting teacher’s cooperation in finding or creating time for meetings. In one possible model, the district office creates a schedule where all schools’ instructional day would be extended by 15 to 20 minutes four days a week and adjourned after lunch one day a week. With this model, the district maintains student instructional time and average daily attendance, dismisses students early on one day, and the staff is free of any obligations other than to meet and learn together. Schools and districts have found other ways to access time. However, advice from the book Eat, Pray, Love playfully but accurately suggests that “time — when pursued like a bandit — will behave like one” (Gilbert, 2006). Helping parents and other members of the school community understand the need to adjust the school schedule to enable educator learning is another task for the principal and teachers. Space for learning. Principals must identify space that can accommodate the entire faculty. One principal rotated the meetings around to every teacher’s classroom. Not only did this provide space, but teachers of all grade levels and subjects gained insight into their fellow teachers’ work. The visitors noted evidence of their colleagues’ teaching practices and artifacts of student learning.

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Data use support. Reviewing, studying and interpreting data is the foundation of professional learning communities. Someone must be responsible for organizing the various sources of data in formats that are user-friendly. This can be a formidable job for smaller districts and schools with limited personnel. Eventually, all teachers should learn how to do this task so that they have ready access to current data. Distributed leadership. Of equal importance to guiding a processional learning community is the principal’s willingness to share power and authority. As the staff learns to use appropriate conversation modes, select the best decision-making model for their needs, and engage in conflict resolution, the principal removes himself or herself as the “sage on stage” to become the guide on the side, “working in democratic participation with the staff.”

Staff members, with their school leaders, are using data to make decisions about what to learn, how to learn it, how to transfer and apply it to their classrooms, and how to assess its effectiveness. In doing so, professional learning community members operate as constructivist learners, making collegial decisions and planning self-generated learning. In addition to acting constructively in their learning, they demonstrate professional behavior — consistently increasing their effectiveness through continuous learning.

References: Brooks, J. G. and Brooks, M. G. (1993). In search of

understanding: The case for constructivist classrooms. Alexandria, Va.: ASCD.

Burns, M., Menchaca, M., and Dimock, V. (2001). Applying technology to restructuring and learning. Paper presented at the 2002 Computer Supported Collaborative Learning (CSCL) Conference, Pedagogy Track: Teachers and CSCL, Boulder, Colo.

Gilbert, E. (2006). Eat, Pray, Love: One woman’s search for everything across Italy, India, and Indonesia. New York: Viking.

Hord, S. M and Hirsh, S. A. (2008). Making the promise a reality.

A. M. Blankstein, P. D. Houston, and R. W. Cole (Eds.), Sustaining professional learning communities. Thousand Oaks, Calif: Corwin Press.

Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, Va.: ASCD

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard University Press.



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Employee Complaint Form – Level One Name: Susan Martin Address: 123 South First Street, Sweetville Position/Department/Campus: Middle School Chairperson/Teacher/ Sweetville MS If you will be represented by another person, please identify the person representing you: Name: _______________________________ Telephone: ___________________________ Please describe the decision or circumstances causing your complaint: Ms. Akon, the principal of Sweetville MS, has decided to hire teachers with little or no experience for planning for PLC implementation and staff development. This act is clearly age discrimination since the newer teachers are all younger and do not require a daily rate of pay that is equal to that of the more experienced teachers on the campus. This attempt to save money has resulted in ageism and is clearly a violation of board policy. What was the date of the decision or cicumstances causing your complaint? August 22, 2010 Please explain how you have been harmed by this decision or circumstance: Not only have I been made to feel useless due to my age, I have also been denied pay for services that I am entitled to as a chairperson. I should sit on the committee for the PLC planning and for curriculum writing over the summer months and into the school year. The logical choice for the aforementioned events is a group of both experienced and new teachers in order to get a wide range of input and perspective. Please describe and efforts you have made to resolve your complaint informally and the responses to your efforts: I called the principal and director of curriculum to voice my concerns about the possible hiring of younger teachers in an effort to save money. I discussed this with them and asked to be placed on the PLC planning committee, but was told that the committee was already formed. Neither gave me an answer that was satisfactory With whom did you communicate? Principal of Sweetville Middle School; Director for Curriculum for Sweetville ISD On what date?: August 22, 2010 Please describe the outcome or remedy you seek for this complaint: I would like to be placed on the PLC Planning committee and be compensated at my current daily rate of pay for the work I do while on the committee. Employee signature: Susan Martin Date of filing: August 25, 2010 Please note: A complaint form that is incomplete in any material way may be dismissed, but may be refiled with all the required information if the refiling is within the designated time for filing a complaint. Attach to this form any documents you believe will support the complaint; if unavailable when you submit this form, they may be presented no later than the Level One conference. Please keep a copy of the completed form and any supporting documentation for your records.



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Response to Level-One Complaint August 28, 2010 Dear Ms. Martin of 123 South First St., Sweetville: Having considered the complaints we discussed in our level one conference on August 27, I have decided on the following remedies to your complaint:

• Teachers have been hired to serve on the PLC committee without regard to their years of experience or salary. For your other concerns, I am unable to provide the remedy you seek.

• The planning committee for PLCs has already been formed and the members are meeting to plan for the coming year. I was unaware of your desire to serve on the committee until I received your level-one complaint. I took requests from any teacher interested in serving on the committee via e-mail for a two-week period in August. I did not receive a request from you. I sent a reminder e-mail two days before the deadline. Request denied.

Ms. Akon Principal Complainant, please note: To appeal this response, you must file a written notice of appeal with the executive director within the time limits set in DBGA (Local).

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5

AEIS SECTION

Sample questions 16–24 in Chapter 6 refer to material in the following AEIS report. In the actual testthis report will be in a separate Supplemental Booklet. These are meant to reflect types of materialsproduced by the state and do not necessarily reflect current reporting formats.

AEIS SCENARIO

Dr. Madison is the new superintendent of Texas Star Independent School District (TSISD). Thedistrict has three elementary schools, one middle school and one high school. Dr. Madison reviewsthe information in the most recent Academic Excellence Indicator System (AEIS) reports for thedistrict and individual campuses. He wants to familiarize himself with the district’s problem areas asthey relate to state standardized testing and, therefore, focuses on the secondary campuses and thedistrict report.

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5

6

Chapter 6Multiple-Choice Practice Questions

6

SAMPLE MULTIPLE-CHOICE QUESTIONS

This section presents some sample test questions for you to review as part of your preparation for thetest. To demonstrate how each competency may be assessed, each sample question is accompaniedby the competency that it measures. While studying, you may wish to read the competency beforeand after you consider each sample question. Please note that the competency statements will notappear on the actual test.

An answer key follows the sample questions. The answer key lists the question number and correctanswer for each sample test question. Please note that the answer key also lists the competencyassessed by each question and that the sample questions are not necessarily presented in competencyorder.

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


MULTIPLE-CHOICE PRACTICE QUESTIONS

6

Questions 1–15 refer to material in the case study in Chapter 5.

competency 0101. Dr. Bugle wants to ensure that all

employees understand the state andfederal accountability system in orderfor students to be successful on stateassessments. Which of the followingstatements by Dr. Bugle bestaddresses this goal?

A. When considering federalaccountability, schools can move fromacademically unacceptable to acceptableby improving student performance onthe state standardized test

B. When a school misses AYP, that schoolhas not met one or more of the criteriafor the state accountability systembased on their student scores on thestate standardized test

C. There are two accountability systemsin place, a state accountability system,AEIS and a federal accountabilitysystem measured by AYP

D. School districts should address theissues in the lowest performingschools, as a way to increase studentperformance on AEIS, the federalaccountability system

competency 0102. If Sweetville Middle School fails to

make progress resulting in Stage 2restrictions, which of the followingwill be required?

A. Meeting year-one requirements andpaying for supplemental educationservices, such as tutoring forlow-income children

B. Revising the curriculum, replacingschool staff, extending the school dayor taking authority away from theprincipal

C. Conducting an in-house audit ofstudent testing processes at eachcampus rated academicallyunacceptable

D. Reconstituting campuses receiving anacademically unacceptable rating andreplacing each of these schools’principals



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competency 0053. As the district plans to implement

PLCs, Dr. Bugle wants to ensure thatall principals understand how to usestudent performance data to improveinstruction at their campuses. Whichof the following provides Dr. Buglean opportunity to share compileddistrict data trends with principalswhile demonstrating the use ofPLCs?

A. Forwarding the data directly toprincipals and directing them toimprove scores in the next year

B. Providing a memo to leadership teamsthat expresses the opinions of campusprincipals on the data and itsimplications

C. Distributing the data at a generalmeeting of principals and providingtime for them to collaborate onsolutions for problem areas

D. Working in vertical teams to review allthe data with the representative campusteachers and campus leaders

competency 0064. According to the article provided by

Dr. Bugle to principals and theirstaff, which of the followingadjustments to their practice isappropriate?

A. Grouping students by achievementlevels

B. Modifying the courses or grade levelstaught

C. Adjusting instruction to meet studentneeds

D. Scoring assessments according to abell curve

competency 0025. Dr. Bugle knows that while

implementing PLCs can successfullymove teachers’ thinking forward, theprocess will require additionalfunding. Which of the followingstrategies can Dr. Bugle use to bestensure the budgetary needs are metfor all schools during planning andimplementation of the project?

A. Sharing the projected budget needswith principals, asking them for inputon finding additional monies to fundthe project

B. Forwarding the memo from thedirector of curriculum to all principals,requesting that they move campusprofessional development funds to thedistrict level

C. Requesting that each campus advisorycommittee vote on the suggestionsoutlined in the director’s memo tomove campus funds to the district level

D. Relying on the additional fundingsources to be provided by the federalgovernment to support the project thatthey have initiated

competency 0016. Which of the following strategies

should Dr. Bugle implement to bestaddress Susan Martin’s concerns?

A. Paying all teachers the same amountfor participation in the selectionprocess

B. Hiring only non-tenured teachers toparticipate in the selection process

C. Including teacher representation indetermining the selection process

D. Identifying participants by principalrecommendation to be part of theselection process



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competency 0017. In accordance with board policy,

which of the following responsesfrom Dr. Bugle to Susan Martin’slevel-two grievance is mostappropriate?

A. Instructing her principal to meet withher to address her concerns

B. Meeting with her himself to addressher concerns and providing a follow-upmemo summarizing the conference

C. Instructing the assistant superintendentto meet with her and include afollow-up memo summarizing theconference

D. Waiting to reply to the teacher untila district decision has been maderegarding the implementation of thenew initiative

competency 0018. If Susan Martin appeals the level-two

decision, what is the most appropriatenext step for Dr. Bugle to take?

A. Deny any level-two appeal so that thecomplaint goes to the board

B. Review any level-two appeal himselfand provide a written response

C. Forward any level-two appeal to thedistrict legal team to hear

D. Send the level-two appeal back to theprincipal for a resolution

competency 0089. A group of teachers from Sweetville

Middle School send a letter toDr. Bugle outlining their intentionto join Susan Martin in her pendinggrievance. If their grievance isofficially filed, which portion ofSISD’s board policy address howDr. Bugle should respond?

A. Guiding principles

B. Notice to employees

C. Jurisdictional referral

D. Consolidating complaints

competency 00510. Dr. Bugle analyzes the AYP campus

data table for Sweetville MiddleSchool. Which of the followingprovides the most appropriateresponse needed to meet AYP inthe future?

A. Focusing on both reading interventionsneeded for the special educationsub-population and mathematicsstrategies for all students

B. Addressing reading strategies overmathematics intervention because thespecial education sub-populationperformed the poorest in this subjectarea

C. Remedying deficiencies inmathematics receives the sole attentionof faculty and staff because readingperformance is strong across allsub-populations

D. Implementing motivational strategiesthat improve student attendance tobetter meet AYP participation criteria



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competency 00311. A group of teachers tells a local

television station that they are beingdiscriminated against based on theirage. A news story is broadcast duringwhich the group recounts a rumorthat Dr. Bugle is allowing principalsto hire younger teachers to serve onthe PLCs planning committee inorder to keep personnel costs down.The group calls the actions ageism,and the teachers threaten to file afederal discrimination lawsuit. Whichof the following is the mostappropriate response from Dr. Bugle?

A. Ignoring the news story and movingforward with the planned selectionprocess for the planning committee,and then later calling the newspaperwith the correct information

B. Informing the school board presidentof the news story, explaining theplanned selection process to allemployees and board members, andthen calling the media with theinformation

C. Providing the media with the plannedselection process for the planningcommittee, calling the school board toinform them of the situation, andmeeting with the teachers for aquestion-and-answer session

D. Contacting the board president to actas the district’s official spokesperson tothe media to explain the selectionprocess for the planning committeeand then report back to thesuperintendent

competency 00512. The principal at a middle school in

the district meets with campusinstructional chairpersons. The groupmembers believe they do not need toengage in PLCs since studentperformance has dropped due to theshift in the socioeconomic status ofthe school population, not the qualityof teaching. Which of the followingstrategies can Dr. Bugle use toencourage the team to participate inthe initiative?

A. Sending a directive to all principalsthat participation is not optional andany employee that complains shouldbe reprimanded in writing

B. Conferencing with the principalregarding campus data to broadenDr. Bugle’s understanding of eacharea of underperformance

C. Instructing the principal to meet withthe team to discuss strategies formeeting the needs of diverse learnersand how PLC can meet those needs

D. Working with campus instructionalchairs to chart the progress of currentmiddle and high school students overtime



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competency 00713. According to the principles discussed

in the article provided by Dr. Bugle,which of the following sets ofprofessional development topics bestsupports the implementation of PLCs?

A. Curriculum, pedagogy and assessments

B. Curriculum, alignment, articulationand design

C. Mission, vision, values and goals

D. Historical perspective, practice andpedagogy

competency 00714. Dr. Bugle believes that PLCs will not

be sustainable if the change initiativeis not embedded in the culture of theschools. To begin changing thedistrict and campus culture, theschool leadership team will need toaddress how to

A. assign staff, schedule classes anddiscipline students.

B. articulate shared values, facilitatereflective dialogue and create time tocelebrate.

C. create district benchmarks, commonassessments and time for datadesegregation.

D. plan professional developmentactivities and timely follow-upstrategies.

competency 00715. After several months of implementing

PLCs, district staff and principalsbegin to see improvements with thedistrict-created common assessmentsand the increasing excitement fromteachers involved. Which of thefollowing strategies is the mostappropriate first step for Dr. Bugle totake to communicate these successesand foster continued improvement?

A. Providing the local media with a pressrelease stating that the initiative hasbeen successful and reinforcing thatthe successes occurred despite theselection process controversy

B. Sending the data and feedback tocampus principals and requesting theyshare it with the teachers who wereinvolved in the controversysurrounding the planning committeeselections

C. Requesting the director of curriculumto compile the data and share it withcampus principals at the next regularmeeting as a checkpoint for theinitiative

D. Sharing the data with the school boardpresident and asking that it be placedon the agenda for the next regularboard meeting as consideration forfuture budget decisions



6

Questions 16–24 refer to material in the AEIS Report in Chapter 5.

competency 00416. Dr. Madison reviews Simms Middle

School’s campus improvement plan,which makes the statement below aspart of its student performancesummary. According to the campusAEIS report, which of the followingmay identify evidence of thiscampuswide concern?

Our concern is that gaps and holes inthe district curriculum are limitingour ability to attain the goal ofexemplary performance in all coreareas.

A. Changes in commended performanceat all grade levels

B. Differences between reading scoresand mathematics scores

C. Success rate of eighth-grade malescompared with females in mathematics

D. Decreases in eighth-grade readingperformance from 2008–2009

competency 00617. Texas Star High School shows

improvement in mathematics throughwhich of the following?

A. Passing rate of students who hadpreviously failed the state standardizedtests

B. Campus-level results foreleventh-grade mathematics

C. Mathematics sum of all grades testedfor special education

D. Advanced Placement/InternationalBaccalaureate tests

competency 00618. Which of the following answer

choices most accurately describes acharacteristic of programs at TexasStar High School?

A. Employs an ethnically diverse staffthat mirrors the student population

B. Lacks an instructional staff with astrong experience base

C. Achieves strong SAT and ACT scoresand percent tested

D. Struggles with weak social studiesperformance across gender groups



6

competency 00619. Which of the following is the most appropriate observation and response for Dr. Madison to

make regarding special programs and subpopulations at individual campuses in TexasStar ISD?

Observation Response

A. The percent of students identified forservices in the gifted program is lowat many campuses in the districtcompared with the state average

Review district identificationpractices compared with bestpractices nationwide for the giftedprogram and determine what changesshould be made

B. Students identified as economicallydisadvantaged made greater gainsfrom 2008 to 2009 than most otherstudent subgroups

Determine which instructionalprograms likely contributed to thesegains and determine if the programsshould be expanded

C. Retention rates among specialeducation students at Simms MiddleSchool far exceed retention rates forthe district and state

Develop performance objectives andprofessional development plans forthe elementary school principal thatare tied to improvement in thisretention rate

D. Students identified as economicallydisadvantaged at Lone Star HighSchool perform better in languagearts than other subgroups

Review the district’s language artscurricular program and determinewhether it should be updated



6

competency 00820. Dr. Madison informs the school board

that district teachers have requested apay raise for the following schoolyear. Teachers complain that theirpay scale is low compared with thestate average, and the districtstruggles to retain teachers as aresult. Which of the following datafrom the district AEIS reportsupports the teachers’ claims?

A. Average years experience for districtteachers

B. Turnover rate for district teachers

C. Distribution of teachers by years ofexperience

D. Average teacher salary

competency 00221. In examining student and staff

information to assess how accuratelythe ethnic distribution of district staffreflects the district’s studentpopulation, Dr. Madison shouldrecognize which of the following inthe report?

A. The district’s teaching staff does notrepresent the ethnic diversity of theschool’s student population

B. The Asian student group is notreflected among the district’s teachingstaff

C. The diverse ethnic backgrounds ofstudents are mirrored in the ethnicbackgrounds of the district’s teachingstaff

D. The number of Native Americanstudents is overrepresented in thedistrict’s teaching staff

competency 00222. As Dr. Madison creates a vision for

the next few years, he recognizesmathematics as an area wheredistrictwide curricular improvementsare needed. Which of the followingactions should Dr. Madison take firstso that principals and teachersunderstand the need for improvement?

A. Direct the financial officers andmathematics coordinator to preparecost estimates on current expendituresfor mathematics and cost estimates onvarious curriculum packages

B. Direct the district’s mathematicscoordinator to summarize the district’scurrent practices and investigaterelevant innovative, research-drivenmathematics practices appropriate forall levels

C. Ask campus leaders to phase in a newmathematics program immediately tobegin seeing progress by the timestudents are tested again on thestate-mandated assessment tests

D. Ask the district’s mathematicscoordinator to work with campuses toassess their strengths and needs inmathematics and to identify strategiesto improve student achievement in thisarea



6

competency 00823. Which of the following data in Section II

of the district AEIS report showscommunity values shaping decisionmaking on programs and budgets?

A. Underfunding instruction comparedwith overspending for cocurricularactivities

B. Restricting class size to twenty-twostudents or fewer at the elementarylevel

C. Maintaining local taxes that outpacethe state average

D. Overspending on security andmonitoring services compared with thestate average

competency 00224. Dr. Madison knows that celebrating

small successes is essential toensuring that staff members feelvalued. While there are manyachievements worthy ofacknowledgement, which of thefollowing areas of districtwideachievement needs requires furtherimprovement before beingcelebrated?

A. Strong performance in eighth-gradereading and social studies

B. Excellent performance of students whopreviously failed the state standardizedtest

C. Growth in most college-readinessindicators for high school students

D. Low rate of identifying studentsneeding special education services



6

Questions 25–28 refer to the following material.

Near the end of the school year, Dr. Sarah Yin, the superintendent of Blackburn Independent SchoolDistrict (BISD), receives a letter from the Texas Education Agency (TEA) that contains the finalSummary of Finances (SOF) and other related reports for the district. Dr. Yin is working with thedirector of finance to close out the budget for this current year. At the same time, she is alsocollaborating with her staff, the district site-based decision-making committee and the school boardto develop a budget for the next school year. In order to balance the budget for the next school year,Dr. Yin is considering an increase to the tax rate for maintenance and operations which will requirevoter approval. The increase is needed to cover salaries, offset the decline in transportation revenueand average daily attendance monies.

competency 00225. Dr. Yin wants members of the district site-based decision-making team to be familiar

with the Summary of Finances report from TEA and understand its value in shaping thebudget and associated district goals. Which of the following best explains how thisdocument is used by superintendents?

A. Calculating local funding elements which will supplement state aid

B. Estimating state revenue using projected and actual data from the previous year

C. Providing an accurate account of money spent in each expenditure area

D. Supporting the locally generated budgets with aid from the federal government



6

Read the following excerpt of the 2009–2010 SOF.

competency 00826. In comparing the legislative planning

amount with the final total state aidamount for Blackburn ISD’s2009–2010 SOF, which of thefollowing should Dr. Yin considerwhen planning the 2010–2011budget?

A. The positive impact the settle-up willhave on the 2009–2010 budget

B. The negative impact the settle-up willhave on the 2009–2010 budget

C. The positive impact the settle-up willhave on the 2010–2011 budget

D. The negative impact the settle-up willhave on the 2010–2011 budget

competency 00827. During the school board budget

hearing, a board member asks, “Howwill raising local taxes generaterevenue in Tier I and Tier II?” Whichof the following would be the mostappropriate response from Dr. Yin?

A. “Maximizing the interest and sinkingtax rate will generate revenue in bothtiers by increasing additional propertytax revenue locally.”

B. “Increasing the maintenance andoperations tax rate can generate morerevenue for both tiers using the basicallotment and the guaranteed yield.”

C. “Generating funding for the localbudget through increased taxes willconfirm how supportive taxpayers areregarding a tax ratification election.”

D. “Increasing the total tax rate willautomatically generate useableincreases in revenue for both tiers.”



6

competency 01028. After the new budget is approved,

which of the following is Dr. Yin’smost appropriate next step?

A. Submitting the budget to the TexasEducation Agency for approval

B. Requesting that the board approve thetax rate supporting the budget

C. Filing the budget with the countyappraisal district office

D. Allocating funds for projects with nextyear’s budget money

Questions 29–34 refer to the following material.

Following an incident at a district high school in which a student threatened a classmate with a gun,parents throughout Brody Independent School District (BISD), a large suburban district, have beendemanding that something be done to make the schools safer. The superintendent, Dr. Luke Barnes,who has just begun his tenure at BISD, meets with district officials both to discuss the specificincident and to address the larger issue of school safety.

competency 00929. In regard to the student who brought the

gun to school, which of the followingdisciplinary alternatives are legallyavailable to school administrators?

A. Expulsion from school or placement inan Alternative Education Program(AEP)

B. Expulsion from school or three-daysuspension from school

C. Placement in an Alternative EducationProgram (AEP) or three-daysuspension from school

D. In-school suspension or three-daysuspension from school

competency 00330. District officials decide to survey

students’ and parents’ opinions abouthow safe the schools are. Animportant benefit of such a survey is

A. clarifying for district officials the typesof misconduct the public feels shouldreceive the most severe disciplinarymeasures.

B. helping district officials assess whethercommunity perception of the problemmatches the reality of the situation.

C. communicating to constituents thattheir own behavior and attitudes candirectly affect the safety of their publicschools.

D. motivating district and campuspersonnel to make school safety aprimary campus focus.



6

competency 00631. District officials agree that one key

strategy for promoting safe schools isfor the developmental guidanceprogram to place strong emphasis oninstruction in conflict resolution,problem solving and social skills.The primary advantage of thisstrategy is that it will

A. help students recognize that they havethe power to modify their own andother’s behavior in ways that willresult in safer schools.

B. ensure that students, teachers andadministrators share the burden ofdealing with discipline problems.

C. help community members recognizethat school officials alone cannotremove all potential threats to studentsafety.

D. create an environment in whichdiscipline is based on peer pressurerather than on coercion by adults.

competency 00732. One measure mandated by the Texas

Education Code to promote safety inthe public schools is compulsory staffdevelopment in the areas of

A. positive discipline strategies andstudent coaching techniques.

B. safe methods of physical restraint andconflict resolution.

C. peer counseling strategies and bullyingidentification.

D. student mediation and gangidentification techniques.

competency 00333. Mr. Barnes feels strongly that the

district should institute a policy ofreporting to the police all fightsinvolving secondary school students.Which of the following accuratelyidentifies a disadvantage of thispolicy?

A. Students are less likely to respondcooperatively to directives fromcampus police officers

B. Disagreements between students maygo unresolved, resulting in greaterviolence outside of school

C. Teachers are likely to feel that they arebeing blamed for discipline problemsthat are not their fault

D. The community may develop theperception that BISD has a moresevere safety problem than otherdistricts



6

competency 00434. Mr. Barnes considers recommending that the board of trustees create a district police force

for middle schools and high schools. Which of the following lines identifies both apotential problem with this idea and an appropriate action step for the superintendent totake to solve that problem?

Potential Problem Action Step

A. Police officers, school counselorsand social service workers are likelyto view their roles as conflicting

Ensure that all district staffunderstand why a police presence isnecessary in the schools

B. Many students and parents are likelyto perceive on-campus police officersas threatening

Prepare the community for thisprogram in a way that emphasizesthe roles of police officers asprotectors and role models

C. Police officers are unlikely to be asexperienced working with youngpeople as are district educators

Encourage district staff to report totheir principals any specific concernsthey have about the behavior ofschool police

D. Some school principals may interpretthe presence of police officers as acriticism of their handling of schooldiscipline

Be publicly supportive of allprincipals and encourage them tocollaborate closely with districtpolice



6

Questions 35–37 refer to the following information.

A school district has grown in size over the last decade, leading to overcrowding at its agingelementary school. To address this need, the board proposes to replace the existing school and hiresan architectural firm to draw up plans and estimate final costs for a new school. Although the statehas agreed to pay for part of the cost of building a new school, the rest of the money must be raisedthrough a bond issue that requires the approval of a majority of district voters. This bond issue isstrongly opposed by a group of district residents.

competency 00935. During the planning stage for the

design of the new school building,which of the following trends shouldbe weighed most heavily?

A. Changes in the size of the state’soverall budget for construction of newpublic school facilities

B. Projected changes in the cultural andethnic make-up of district communities

C. Possible long-term changes in statemandates regarding facilities devotedto special education

D. Projected increases in the populationof district communities over the nextten years

competency 00936. When reviewing the architect’s plans

for the new elementary school, thesuperintendent should be aware offederal and state regulations that

A. mandate the use of constructionmaterials produced in the United Stateswherever possible.

B. specify the amount of floor space thatmust be allowed for each classroom.

C. mandate the use of designs that ensureaccessibility for individuals withdisabilities.

D. specify the minimum amount ofinsulation that must be used in wallsand ceilings.

competency 01037. Which of the following is the most

important responsibility of thesuperintendent in regard to theupcoming bond election?

A. Advocating for students to ensure thattheir educational needs are met

B. Mediating between communitymembers who are on opposite sides ofthe debate

C. Organizing proponents of the bondissue to lobby for its passage

D. Acting as an intermediary between theboard of trustees and the community



6

PART 1

Dr. Trenessa Louis is the new superintendent of Hutchins Ridge ISD (HRISD). Shortly afterbeginning work in HRISD, she held individual meetings with district principals to discuss, amongother topics, the strengths and needs of the district in terms of technology use and availability.Following are some of the key points Dr. Louis noted during these meetings.

• There is no districtwide technology plan.

• Several schools mention the use of technology in their Campus Improvement Plans;however, these uses are very limited.

• Technology resources are limited and are distributed unevenly districtwide.

• District libraries are partially automated and need updating.

• The district has limited networking capability.

• Relatively few teachers districtwide have received staff development in the use of the latesttypes of instructional technology.

After gathering this background information, Dr. Louis decides that two of her primary goals duringher first year as superintendent of HRISD will be to ensure that a comprehensive district technologyplan is developed and that implementation of the plan is begun. She will begin by forming atechnology planning committee (TPC).

competency 00338. To make sure that the new district technology plan is realistic and has the greatest chance

for success, Dr. Louis should ensure that the technology planning committee

A. is directed by an objective outside consultant who has expertise in the area of instructionaltechnology.

B. comprises members of all constituent groups, including people with varying backgroundsin and attitudes toward technology.

C. is encouraged to develop a technology plan that would require a minimum of financialsupport from the district.

D. bases its plan closely on the technology plans developed by other Texas school districts.



6

competency 00539. Dr. Louis wants to ensure that

technology becomes integrated intothe district curriculum and is not seenas a separate program. She could bestachieve this by encouraging thecurriculum development committeein each subject area to support thework of the TPC by

A. reviewing and recommending forpurchase specific learning softwarepackages for its area of the curriculum.

B. providing the TPC with a copy of itscurriculum and any other requesteddocuments.

C. rethinking its area of the curriculum interms of how and what types oftechnologies might be used to supportlearning.

D. reading and approving all parts of theTPC’s plan that relate to its area of thecurriculum.



6

PART 2

Once the new technology vision for the district has been established by the TPC and approved by theboard of trustees, Dr. Louis encourages the technology planning committee to develop specificstudent goals and an implementation plan.

competency 00240. Following is the opening line of the

mission statement in the new districttechnology plan:

HRISD is committed to preparing allstudents to be successful workersand ongoing learners in theinformation age.

The district could best fulfill its statedmission by establishing which of thefollowing goals for students?

A. By graduation, all students will beactive users of a variety oftechnologies that supportcommunication and problem solving

B. By graduation, all students will befluent in one or more programminglanguages commonly used in themodern workplace

C. By graduation, all students will be ableto store, retrieve and manipulatenumerical data through the use oftechnology

D. By graduation, all students will beproficient in the use of databases andCD-ROM resources to supportresearch

competency 00341. Dr. Louis wants to ensure that the new

technology plan has a high level ofcredibility and will be able to winand maintain community and grantsupport. To accomplish these goals,the implementation plan shouldinclude specific plans to

A. issue a technical report to the publicdetailing what specific hardware isinstalled in district facilities.

B. conduct a cost-benefit analyses ofdistrict investments in campusinfrastructure improvement projects.

C. use objective data to assess the impactof various technologies and to guideprogram decisions and modifications.

D. solicit endorsements of the plan fromcommunity leaders and district experts.



6

competency 00542. Which of the following guidelines should be included in a successful professional

development plan in the area of instructional technology?

A. Teacher trainers should be selected from among the most highly skilled math, science, andbusiness education teachers in the district

B. Training opportunities should be varied to take into account different learning styles andneeds

C. Training should supported through grant dollars from national education foundations

D. Teachers should be supported in visiting schools and workplaces in which currenttechnologies are utilized

competency 00443. While attending a high school basketball game, a superintendent observes a school board

member shouting insults at the referees whenever he disagrees with their decisions.Which of the following would be the superintendent’s most appropriate first response?

A. Send the school board member a formal letter of reprimand pointing out that such behaviorviolates the school’s tradition of sportsmanship

B. Speak to the school board member privately about the importance of serving as a positiverole model for students

C. Suggest that the school board member complete a course in anger management before hisnext evaluation by the superintendent

D. Take no action at this time but plan to monitor the board member’s behavior at futuresporting events



6

competency 00444. A superintendent is working with the

school board to develop a new visionstatement for the district. Severalboard members wish to includelanguage about preparing students tolive in the information age. Othermembers question whether it is properfor a vision statement to include suchreferences. The superintendent couldbest respond by pointing out that

A. it is appropriate for a vision statementto reflect emerging issues and trends ineducation.

B. a vision statement should not includepoints that are likely to causecontroversy in the district.

C. it is appropriate for a vision statementto list major weaknesses the districtneeds to remedy.

D. a vision statement should be a detailedaction plan identifying specific goalsas well as strategies for implementingthose goals.

competency 00445. Due to changing demographics in a

growing city, community membersbelieve some changes are neededto the district’s career-orientedcurriculum. Which of the followingwould be the most appropriate roleof the office of the superintendent indeveloping an effective career-orientedcurriculum for a district?

A. Conducting research into currentprinciples of best practice andpedagogical approaches for careertraining

B. Disseminating a survey to students andparents to identify specific career goals

C. Drafting a provisional list of courseofferings for review by principals andteachers

D. Acting as a liaison with businesscoalitions in identifying specific skillsapplicable to success in the workplace

competency 00446. Which of the following describes the

primary role of a board of trustees inimplementing a new vision andstrategic plan for a school district?

A. Identifying sources of funding toenable the district to achieve its visionand goals

B. Communicating to stakeholders theunderlying values and beliefs of thedistrict’s vision and goals

C. Identifying operational practices andprocedures to help achieve thedistrict’s vision and goals

D. Developing policies that provideguidance for accomplishing thedistrict’s vision and goals



6

competency 00747. Elementary school teachers in a district

have just finished attending a seriesof professional development sessionson classroom-based observationalassessments. How could districtadministrators best ensure thatstudents reap the greatest possiblebenefits from their teachers’participation in this effort?

A. Creating a program of follow-upactivities and consultation to supportall participants’ application of newskills

B. Asking teachers who participated tomake presentations at their ownschools on the basics of observationalassessment

C. Sending out bi-monthly follow-upquestionnaires asking participants toreport their current use ofobservational assessments

D. Requiring that all participants pass atest on the principles and applicationsof observational assessment

competency 00148. Which of the following actions taken

by a superintendent represents a clearconflict of interest?

A. Talking to the parents of a districtstudent about the choice of college fortheir child

B. Suggesting that a school’s principalhire a friend of the superintendent for ateaching position

C. Inviting principals in the district to adinner at the superintendent’s homeannually

D. Serving as a character witness for aneighbor’s son who is a student in thedistrict accused of shoplifting

competency 01049. A new superintendent is aware that

community members wish to beinvolved in improving the district’sschools. In response to this interest,the superintendent seeks ways topromote community involvement indistrict schools. Which of thefollowing strategies provide thesuperintendent the best opportunityto involve community members ineducational decision-making in thedistrict?

A. Soliciting community members’opinions of the performance ofadministrative and teaching staff

B. Requesting contributions of time andexpertise for physical improvements todistrict facilities

C. Inviting community members toparticipate in the development andrevision of curriculum

D. Seeking the input of communitymembers with regard to the assignmentof district personnel



6

competency 00150. A superintendent receives a note from

a female staff member at a districtschool complaining that a maleprincipal habitually addresses femalestaff as “honey” or “dear.” Thesuperintendent investigates thecomplaint and finds that the staffmember’s observation is accurate.However, most of the other femalestaff members do not feel that theprincipal’s behavior impliesdisrespect for female staff. Which ofthe following steps would be mostappropriate for the superintendent totake in response to this complaint?

A. Hold a meeting with the principal andall female staff members of the schoolto review state and federal lawsbanning sexual harassment in theworkplace

B. Inform the staff member who raisedthe issue that most other female staffmembers do not find the principal’smanner of address objectionable

C. Explain to the principal that his modeof address is offensive to some staffmembers and that it provides aninappropriate model for students

D. Meet with the principal to discuss hisapparent lack of respect for femalestaff and to request that he publiclyapologize to all who were offended byhis behavior

competency 00951. A new superintendent has been informed

that certain building materials thatwere used when district schools werebuilt may contain asbestos. Thesuperintendent’s best response to thisinformation would be to

A. hire a contractor immediately to beginthe process of removing any and allasbestos-containing materials fromdistrict schools.

B. ask the local Board of Health toinspect district schools and report itsfindings to the superintendent’s office.

C. assemble a committee of districtstakeholders to study the issue anddraft a plan for removing all asbestosfrom district schools.

D. engage a licensed professional toinspect district schools and developplans for managing asbestoscontaining materials as necessary.



6

competency 00952. A school board reviews bids from

several vendors to provide foodservices to district schools. Onevendor’s bid is substantially lowerthan the rest, but a board memberexpresses reservations based on somenegative comments she has heardabout this vendor’s work. In thissituation, the best action for thesuperintendent to take next wouldbe to

A. contact other consumers who haveused the low-bidding vendor to inquireabout the quality of the vendor’sservices.

B. recommend that the board accept thelow bid in conformity with state lawrequiring acceptance of the lowest bidto provide goods and services.

C. reopen the bidding process afterinforming all participating vendors ofthe amount of the lowest bid.

D. recommend that the board reject thelowest bid and award the contract to ahigher-bidding but more reputablevendor.



6

ANSWER KEY

QuestionNumber

CorrectAnswer Competency

1 C 0102 A 0103 D 0054 C 0065 A 0026 C 0017 C 0018 B 0019 D 00810 A 00511 B 00312 C 00513 C 00714 B 00715 C 00716 B 00417 A 00618 D 00619 A 00620 D 00821 A 00222 D 00223 A 00824 D 00225 B 00226 D 008

QuestionNumber

CorrectAnswer Competency

27 B 00828 B 01029 A 00930 B 00331 A 00632 B 00733 D 00334 B 00435 D 00936 C 00937 A 01038 B 00339 C 00540 A 00241 C 00342 B 00543 B 00444 A 00445 D 00446 D 00447 A 00748 B 00149 C 01050 C 00151 D 00952 A 009



Chapter 7Are You Ready? – Last-Minute Tips

7

PREPARING TO TAKE THE TEST

CHECKLIST

Complete this checklist to determine if you are ready to take your test.

Do you know the testing requirements for your administrative field?

Have you followed the test registration procedures?

Have you reviewed the test center identification document requirements in the RegistrationBulletin or on the ETS TExES website at www.texes.ets.org?

Do you know the test frameworks that will be covered in each of the tests you plan to take?

Have you used the study plan sheet at the end of this manual to identify what content youalready know well and what content you will need to focus on in your studying?

Have you reviewed any textbooks, class notes and course readings that relate to theframeworks covered?

Do you know how long the test will take and the number of questions it contains? Have youconsidered how you will pace your work?

Are you familiar with the test directions and the types of questions for your test?

Are you familiar with the recommended test-taking strategies and tips?

Have you practiced by working through the sample test questions at a pace similar to that ofan actual test?

If constructed-response questions are part of your test, do you understand the scoring criteriafor these questions?

If you are repeating a test, have you analyzed your previous score report to determine areaswhere additional study and test preparation could be useful?

7


ARE YOU READY? – LAST-MINUTE TIPS

THE DAY OF THE TEST

You should have ended your review a day or two before the actual test date. Many clichés you mayhave heard about the day of the test are true. You should:

• Be well rested.

• Take the appropriate identification document(s) with you to the test center (identificationrequirements are listed in the Registration Bulletin and on the ETS TExES website atwww.texes.ets.org).

• Take 3 or 4 well-sharpened soft-lead (No. 2 or HD) pencils with good erasers.

• Eat before you take the test.

• Be prepared to stand in line to check in or to wait while other test takers are beingchecked in.

• Stay calm. You can’t control the testing situation, but you can control yourself. Testadministrators are well trained and make every effort to provide uniform testingconditions, but don’t let it bother you if a test doesn’t start exactly on time. You will havethe necessary amount of time once it does start. Using the Reducing Test Anxiety bookletin the days before you test may be helpful in mentally and emotionally preparing yourselfto test. It is available free at www.texes.ets.org.

You can think of preparing for this test as training for an athletic event. Once you have trained,prepared and rested, give it everything you’ve got. Good luck.


ARE YOU READY? – LAST-MINUTE TIPS

7

Appendix AStudy Plan Sheet

A

STUDY PLAN

Content coveredon test

How well do Iknow the content?

Dates planned forstudy of content

Datecompleted

Where can I findthe materials

I need?

What material do Ihave for studying

this content?

What material do Ineed for studying

this content?

A


STUDY PLAN SHEET

Appendix BPreparation Resources

B

PREPARATION RESOURCES

The resources listed below may help you prepare for the TExES test in this field. These preparationresources have been identified by content experts in the field to provide up-to-date information thatrelates to the field in general. You may wish to use current issues or editions to obtain information onspecific topics for study and review.

ORGANIZATIONS

The following is a list of organizations you may wish to contact as you prepare to take theSuperintendent test. These organizations publish journals and other materials that address issuesrelevant to Texas administrators.

Association for Supervision and Curriculum Development1703 North Beauregard StreetAlexandria, VA 22311-1714(800) 933-2723

Association of American School Administrators801 N. Quincy Street, Suite 700Arlington, VA 22203-1730(703) 528-0700

National Association of State Boards of Education2121 Crystal Drive, Suite #350Alexandria, VA 22202(703) 684-4000

National School Boards Association1680 Duke StreetAlexandria, VA 22314(703) 838-6722

National Staff Development CouncilP.O. Box 240Oxford, OH 45056(513) 523-6029

Phi Delta Kappan, Inc.408 N. Union StreetP.O. Box 789Bloomington, IN 47402(812) 339-1156

Texas Association for Supervision and Curriculum Development1601 Rio Grande, Suite 451Austin, TX 78701(512) 477-8200B



Texas Association of School Administrators406 E. 11th StreetAustin, TX 78701(512) 477-6361

Texas Association of School BoardsP.O. Box 400Austin, TX 78767-0400(512) 456-0222

Texas School Administrators’ Legal Digest1601 Rio Grande, Suite 441Austin, TX 78701(512) 478-2113

JOURNALS AND PERIODICALS

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

American School Board Journal, National School Boards Association.

ASCD Education Update, Association for Supervision and Curriculum Development.

ASCD Express Yearbooks, Association for Supervision and Curriculum Development.

IJEPL, Association for Supervision and Curriculum Development.

Educational Leadership, Association for Supervision and Curriculum Development.

INSIGHT, Texas Association of School Administrators.

The School Administrator, American Association of School Administrators.

New Superintendents E-Journal, American Association of School Administrators.

Phi Delta Kappan, Phi Delta Kappa.

Legal Insights, TASA Administrative Services Resource Center.

Texas Lone Star, Texas Association of School Boards.

OTHER RESOURCES

Banks, James A. (2007) An Introduction to Multicultural Education, Fourth Edition. Boston: Allynand Bacon.

Barth, Roland S., DuFour, Rebecca, Eaker, Robert E., and Eason-Watkins, Barbara (2005) OnCommon Ground: The Power of Professional Learning Communities. Bloomington, Ind.:Solution Tree Press.

Bjork, Lars G., and Kowalski, Theodore J. (2005) The Contemporary Superintendent: Preparation,Practice, and Development. Thousand Oaks, Calif.: Corwin Press.

Blankstein, Alan M., Houston, Paul D., and Cole, Robert W. (2009) Building Sustainable LeadershipCapacity. (Part of the Soul of Educational Leadership Series). Thousand Oaks, Calif.: Corwin Press.



B

Castallo, Richard T. (2003) Focused Leadership: School Boards and Superintendents WorkingTogether. Lanham, Mass.: The Scarecrow Press.

Cawelti, Gordon (Ed.) (2004) Handbook of Research on Improving Student Achievement, SecondEdition. Arlington, Va.: Educational Research Service.

Conzemius, Anne and O’Neill (2005) The Power of SMART Goals: Using Goals to Improve StudentLearning. Bloomington, Ind.: Solution Tree Press.

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

Deal, T. E., and Peterson, K. D. (2009) Shaping School Culture: Pitfalls, Paradoxes, and Promises.San Francisco: Jossey-Bass Publishers.

Diaz, Carlos (Ed.) (2000) Multicultural Education for the 21st Century. Washington, District ofColumbia: National Education Association Professional Library, National Education Association.

Earthman, Glen I. (2009) Planning Educational Facilities: What Every Educator Needs to Know.Lanham, Md.: Rowman & Littlefield Education.

Eller, John, and Carlson, Howard (2008) So Now You’re the Superintendent! Thousand Oaks, Calif.:Corwin Press.

English, Fenwick W. (2000) Deciding What to Teacher and Test: Developing, Aligning, and Auditingthe Curriculum. Thousand Oaks, Calif.: Corwin Press.

Getting Started as a New School Board Member. (2005) Austin: Leadership Team Services of TexasAssociation of School Boards.

Glatthorn, Allan A., Boschee, Floyd, and Whitehad, Bruce M. (2008). Curriculum Leadership:Strategies for Development and Implementation. Place, Publisher.

Hack, Walter G., Candoli, Carl I., Guthrie, James W., and Hart, Christina. (2007) School BusinessAdministration: A Planning Approach, Ninth Edition. Needham Heights, Mass.: Allyn andBacon.

Harris, Alma (Ed.) (2004) Leading Teachers, Leading Schools Series. Thousand Oaks, Calif.: SagePublications. (5 books in this series)

Harris, Sandra, and Petrie, Garth F. (2003) Bullying: The Bullies, the Victims, the Bystanders.Lanham, Mass.: The Scarecrow Press.

Harvey, James, Cambron-McCabe, Nelda, Cunningham, Luvern L., and Koff, Robert H. (2004) TheSuperintendent’s Fieldbook: A Guide for Leaders of Learning. Thousand Oaks, Calif.: CorwinPress.

Henderson, Anne T., Johnson, Vivian R., and Davies, Don (2007) Beyond the Bake Sale: TheEssential Guide to Family-School Partnerships. New York, N.Y.: The New Press.

Hoyle, John R., Bjork, Lars G., Collier, Virginia, and Glass, Thomas E. (2005) The Superintendentas CEO: Standards-Based Performance. Thousand Oaks, Calif.: Corwin Press.

Kemerer, Frank R., and Crain, John A. (2005) The Documentation Handbook: Appraisal,Nonrenewal & Termination, Sixth Edition. Denton: Texas School Administrators’ Legal Digest.

Kemerer, Frank, and Walsh, Jim (2005) The Educator’s Guide to Texas School Law, Sixth Edition.Austin, Texas: University of Texas Press.

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Kowalski, Theodore J. (2007) Case Studies on Educational Administration, Fifth Edition. WhitePlains, N.Y.: Longman.

Kowalski, Theodore J. (2003) Public Relations in Schools. Englewood Cliffs, N.J.: Merrill EducationProducts.

Kowalski, Theodore J. (2005) The School Superintendent: Theory, Practice, and Cases. ThousandOaks, Calif.: Sage Publications.

Lambert, Linda (2003) Leadership Capacity for Lasting School Improvement. Alexandria, Va.:Association for Supervision and Curriculum Development.

Lawrence, C. Edward, and Vachon, Myra K. (1995) How to Handle Staff Misconduct: A PracticalGuide for School Principals and Supervisors, Second Edition. Thousand Oaks, Calif.: CorwinPress, Inc.

Marzano, Robert, Pickering, Debra, Pollock, Jane. (2004) Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement. Prentice Hall.

Marzano, Robert (2003) What Works in Schools: Translating Research Into Action. Alexandria, Va.:Association for Supervision and Curriculum Development.

Marzano, Robert, Waters, Timothy, and McNulty, Brian (2005) School Leadership That Works.Alexandria, Va.: Association for Supervision and Curriculum Development.

Miller, Teresa N., Devin, Mary E., and Shoop, Robert J. (2007) Closing the Leadership Gap: HowDistrict and University Partnerships Shape Effective School Leaders. Thousand Oaks, Calif.:Corwin Press.

Peterson, George J. (2005) The Politics of Leadership: Superintendents and School Boards inChanging Times. Place: Publisher. Charlotte, N.C.: Information Age Publishing Inc.

Schlechty, P. C. (2002) Working on the Work: An Action Plan for Teachers, Principals, andSuperintendents. San Francisco: Jossey-Bass Publishers.

Schlechty, Phillip C. (2005) Creating Great Schools: Six Critical Systems at the Heart ofEducational Innovation. San Francisco: Jossey-Bass Publishers.

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

Schmoker, Michael (2006) Results Now: How We Can Achieve Unprecedented Improvements inTeacher and Learning. Alexandria, Va.: Association for Supervision and CurriculumDevelopment.

School Official’s Quick Guide to the Texas Open Meetings Act. (2007) Austin: Legal Services of theTexas Association of School Boards.

Sergiovanni, Thomas J., and Staratt, Robert. (2006) Supervision: A Redefinition. San Francisco:Jossey-Bass Publishers.

Sergiovanni, Thomas J., Kelleher, Paul, McCarthy, Martha M., and Fowler, Frances C. (2008)Educational Governance and Administration, Sixth Edition. San Francisco: Jossey-BassPublishers.

Short, Paula M., and Greer, John T. (2001) Leadership in Empowered Schools: Themes fromInnovative Efforts, Second Edition. Upper Saddle River, N.J.: Merrill, an imprint of Prentice Hall.



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Students with Disabilities and Special Education Law. (2010) Rosemont, Minn.: Center forEducation & Employment Law.

Townsend, Rene S., Johnston, Gloria L., Gross, Gwen E., and Lynch, Margaret. (2006) EffectiveSuperintendent-School Board Practices: Strategies for Developing and Maintaining GoodRelationships with your Board. Thousand Oaks, Calif.: Corwin Press.

Villa, Richard. A, and Thousand, Jacqueline S. (2005) Creating An Inclusive School. Association forSupervision and Curriculum Development. Alexandria, Va.

Webb, David (2008) Leading Schools Financially – The ABCs of School Finance, Texas Edition.Camby, Ind.: Power Publishing.

Webb, L. Dean, and Norton, M. Scott (2008) Human Resources Administration: Personnel Issuesand Needs in Education, Fifth Edition. Upper Saddle River, N.J.: Prentice Hall.

ONLINE RESOURCES

Education Commission of the States — www.ecs.org

Education Law – Guide to Education Law — www.hg.org/edu.html

National Center on Educational Outcomes — www.cehd.umn.edu/nceo/

Texas Administrative Code — www.sos.state.tx.us/tac/index.shtml

Texas Education Agency — www.tea.state.tx.us

Texas Education Code — www.statutes.legis.state.tx.us

Texas Project FIRST — www.texasprojectfirst.org/ARDIEP.html

U.S. Department of Education — www.ed.gov

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