Principal as Instructional Leader (268)

P. 2

Texas Examinations of Educator StandardsTM

(TExESTM) Program

Preparation Manual:

A Candidate and Program Planning Guide

Principal as Instructional Leader (268)

Copyright ? 2019 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of Texas Education Agency. Texas Examinations of

Educator Standards, TExES and the TExES logo are trademarks of Texas Education Agency. The Texas Education Agency and Pearson 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.

Table of Contents

The Purpose of this Document ...................................................................... 3 About The Test ........................................................................................... 6 The Domains .............................................................................................. 7 The Standards ............................................................................................ 8 Domains and Competencies.......................................................................... 9

The Test Framework (Knowledge and Skills Statements).......................... 10 Question Formats ...................................................................................... 17 Selected-Response Practice Questions ......................................................... 31 Answer Key and Rationales....................................................................... 113 Constructed-Response Questions .............................................................. 165

Content of Constructed-Response Questions ........................................ 165 Format of the Constructed-Response Questions .................................... 166 Scoring of Constructed-Response Questions ......................................... 166 The Scoring Rubric for Constructed-Response Questions ........................ 167 Responding to Constructed-Response Questions ................................... 169 Preparing for the Constructed-Response Questions ............................... 170 Constructed-Response Question 1 ....................................................... 173 Constructed-Response Question 2 ....................................................... 200 Constructed-Response Question 3 ....................................................... 224 Constructed-Response Question 4 ....................................................... 249 Key Terms List ........................................................................................ 276 Preparation Resources ............................................................................. 279 Constructed-Response Scoring Rubric.................................................. 285

TExES Principal as Instructional Leader (268)

2

The Purpose of this Document

As a part of a comprehensive preparation program, the purpose of the TExES Principal as Instructional Leader Certification Assessment (268) helps ensure candidates are prepared for the successful day-to-day responsibilities of a principal as an instructional leader in Texas schools.

This publication provides a comprehensive overview of the TExES Principal as Instructional Leader Certification Assessment (268) to help educator preparation programs and candidates prepare for the test.

Educator Preparation Programs

This publication can be used as a planning tool for educator preparation programs.

Programs can use this document to help candidates understand all aspects of the test, including the content covered, the key terms to know, and helpful test-taking strategies.

Programs can use the framework, priority statements, and sample test questions to assist with backward planning of curriculum and coursework.

Programs can work to establish rigor and alignment in assignments, projects, and assessments to the framework, particularly the priority statements.

Programs can use the information on content and weighting of the domains to design courses that focus on priority content and structure meaningful learning experiences to prepare candidates in each domain.

TExES Principal as Instructional Leader (268)

3

Reflective Questions for Preparation Programs

How are you ensuring candidates are aware, early in their preparation program, of the expectations of the principal assessment? How can this document support candidate understanding of the test?

How do the practice questions provided in this manual align to each domain and competency in the framework and demonstrate the level of rigor expected of candidate performance?

The contexts present in practice questions are early childhood, elementary, middle school, high school, rural, urban, and suburban schools. What knowledge, skills, and mind-sets do candidates need within and across these contexts? How can you plan course development to address these needs?

What research-based best practices do you see in the practice questions and scenarios? How can you integrate the mind-sets, knowledge, and skills around these best practices into your program?

To what extent do the course syllabi in your preparation program ensure that assessments, projects, activities, and practicum experiences address each domain and competency in a rigorous, meaningful, and authentic manner?

To what extent do courses in your preparation program reflect the weight of the domains, prioritized statements, and instructional focus of the test?

To what extent do practice questions reflect the day-to-day job of an instructional leader? How can your preparation program strengthen partnerships with school districts to provide candidates with authentic learning experiences?

TExES Principal as Instructional Leader (268)

4

Candidates Preparing to Take the Test

This publication can be used as a planning tool for candidates preparing to take the test.

Candidates can deepen their understanding of the knowledge, skills, and mind-set that are key to being a successful school leader.

Candidates can learn about the content assessed in the framework, particularly the priority statements.

Candidates can gain familiarity with the question types and expectations, as well as use the practice questions to monitor their progress toward proficiency.

Candidates can better understand the expectations and time allotted for the test, including learning to manage their testing time.

Candidates can enhance their understanding of constructed-response questions and expectations for scoring.

Reflective Questions for Candidates

What areas of the domains and competencies do you feel are your strengths? What areas of the framework do you need to focus on to ensure you are well prepared?

How can you use the practice questions in this manual to get a sense of the rigor and contexts you can expect on the test?

How can you maximize the instructional experiences provided by your preparation program to obtain the knowledge and skills needed in each domain and competency? What additional reading and professional activities should you pursue?

In which of the following contexts do you need to broaden your understanding: early childhood, elementary, middle, and high school, urban, suburban, and rural school settings?

How are you planning to revisit this manual to monitor your progress?

TExES Principal as Instructional Leader (268)

5

About The Test

Test Name Test Code Time Number of Questions

Format

Principal as Instructional Leader 268 5 hours 70 selected-response questions 4 constructed-response questions Computer-administered test (CAT)

As the landscape of Texas schools has changed over time, so has the importance of instructional leadership in the principal's role. To better reflect these changes, the State Board of Educator Certification (SBEC) worked with stakeholders to draft the Texas Principal Certificate Standards. These standards were adopted in August 2016 and can be found in Texas Administrative Code ?241.15. To ensure alignment with the new standards, the Texas Education Agency has developed the TExES Principal as Instructional Leader Certification Assessment (268).

The TExES Principal as Instructional Leader Certification Assessment (268) is designed to assess whether a test taker has the requisite knowledge and skills that an effective entrylevel principal or assistant principal in Texas public schools must possess.

Research shows that being an instructional leader is a hallmark of effective principals.1 This assessment includes aspects of instructional leadership, such as data-driven decision making, the continuous improvement cycle, the observation and coaching cycle, change management, and issues related to educational equity.

The TExES Principal as Instructional Leader Certification Assessment (268) includes 70 selected-response questions and 4 constructed-response questions based on the test's domain and competency statements, with emphasis given to priority statements within each domain. The context of the questions will include early childhood, elementary, middle, and high school in rural, suburban, and urban settings.

The TExES Principal as Instructional Leader Certification Assessment (268) is coupled with the Performance Assessment for School Leaders (PASL), which requires candidates to demonstrate application of key instructional leadership skills by completing authentic performance-based tasks and reflections.

1The Principal Perspective: Full Report. Center for Public Education, 2012.

TExES Principal as Instructional Leader (268)

6

The Domains

Domain

Domain Title

Approximate Percentage of

Selected-

Approximate Approximate

Percentage of

Total Competencies

Constructed- Percentage Assessed

Response Items Response Items of the Test

I. School Culture

12%

10%

22%

001-002

II. Leading Learning

17%

25%

42%

003-004

III. Human Capital

13%

5%

18%

005-006

IV.

Executive Leadership

6%

6%

007-008

V.

Strategic Operations

6%

6%

009-010

VI.

Ethics, Equity, and Diversity

Total

5% 60%*

40%*

5%

011

The Principal as Instructional Leader Certification Assessment (268) includes six domains with varying weightings. The heavier weightings of Domains I, II, and III are a reflection of both the constructed-response and selected-response questions assessing content in those domains. Each of the four constructed-response questions on the assessment is weighted at 10% of the total test.

*The weightings of the selected-response and constructed-response portions of the framework are approximate.

In addition to being assessed in Domain VI, ethics, equity, and diversity will be integrated throughout other domains. For example, see areas of the framework such as Competency 1A, 2B, 3B, 4D, 6C, 9C, and 10H.

The test contains questions that do not count toward the score. The candidate's final scaled score will be based only on scored questions.

TExES Principal as Instructional Leader (268)

7

The Standards

The domains and competencies of the Principal as Instructional Leader Certification Assessment (268) are aligned with the August 2016 update to the Texas Principal Certificate Standards found in Texas Administrative Code ?241.15.

241.15. Standards Required for the Principal Certificate.

a) Principal Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examinations required to obtain the standard Principal Certificate. The standards also serve as the foundation for the individual assessment, professional growth plan, and continuing professional education activities required by ?241.30 of this title (relating to Requirements to Renew the Standard Principal Certificate).

The Principal Certificate Standards include the following areas, with a breakdown of knowledge and skills within each standard.

b) School Culture c) Leading Learning d) Human Capital e) Executive Leadership f) Strategic Operations g) Ethics, Equity, and Diversity

TExES Principal as Instructional Leader (268)

8

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download